About
Dr. Wayne Denton holds a Ph.D. in History. His dissertation focused on the routinization of authority in Mormonism. He has also focused much of his research on Labor History in the United States.
He received his B.A. in history from Southern New Hampshire University, an M.S. for Teachers from S.U.N.Y. Plattsburgh, and an M.A. in Interdisciplinary Studies (History and Apologetics) from Liberty University.
He currently serves as a dual enrollment instructor, teaching courses in United States history and Western civilization.
Denton lives in Mesa, Arizona, with his wife and three dogs.
Teaching Philosophy
The consensus among humanities professors is that teaching critical thinking and analytical methods is as crucial as imparting content to students. In my approach, the most effective way to achieve this is by utilizing classroom time to model critical thinking and guide students in developing their own skills. Here's how I implement these principles:
Lectures: I deliver lectures, believing them to be an efficient means of information transfer when executed correctly. Over time, my lectures have evolved to become more flexible and interactive. Rather than relying heavily on notes or PowerPoint slides, I engage students in discussions, ask questions, and adapt the lecture based on their responses. The aim is not merely to convey information but to reveal the process of drawing connections, analyzing raw material, and constructing arguments.
Discussions: Recognizing the limitations of traditional Q&A-style discussions, I shift to a more dynamic approach. Discussions in my classes are not solely based on predetermined questions; instead, I integrate back-and-forth dialogue with small projects. Students actively participate in groups and create presentations, fostering a more engaging and participatory environment.
Assignment Discussions: I regularly engage students in discussions about assignments, encouraging them to reflect on what they learn through writing papers or responding to exam questions. This helps bridge the gap between in-class and out-of-class work, ensuring students understand the purpose behind assignments and exams.
Beyond the classroom, my teaching philosophy extends to various practices:
Writing Assignments: I favor writing assignments over exams, believing that multiple shorter papers throughout the semester are more beneficial for developing writing and thinking skills. Offering opportunities for rewrites emphasizes the importance of continuous improvement.
Diverse Assignment Types: Recognizing the importance of equipping students with diverse skill sets, I assign different types of papers, clearly articulating the distinct skills required for each. This approach aims to develop a holistic set of academic skills.
Multimedia Integration: To engage students in new ways and connect with the world around them, I incorporate a variety of media. Assignments involve analyzing primary sources available online, such as websites, recordings, and videos.
Teaching Backward: I advocate for the concept of teaching backward, emphasizing the need for clear objectives in teaching. From exam questions to assigned readings, every choice is purposefully aligned to convince students that they can engage in scholarly analysis, fostering their ability to think critically and analytically.
In summary, my teaching methodology centers on actively involving students in the learning process through interactive lectures, dynamic discussions, diverse assignments, or multimedia engagement, all geared toward nurturing critical thinking skills.