Tim Wagner is the recipient of Michigan Technological University's 2025 Distinguished Teaching Award in the Assistant Professor/Assistant Teaching Professor category.
Tim Wagner is an assistant teaching professor of mathematical sciences at Michigan Tech. He studied mathematics at Bob Jones University and graduated in 2013 before coming directly to Tech, where he earned his master's degree in 2015 and Ph.D. in discrete mathematics in 2021. After working as a teaching assistant during his graduate studies, he eventually transitioned to a temporary instructor before finally moving into his current position as an assistant teaching professor. He is also the course coordinator for Calculus 2, director of the Math Learning Center and faculty advisor to Tech's disc golf club.
In this Q&A, Wagner reflects on his time as an educator and his approach to teaching.
Q: What does this recognition mean to you personally and professionally?
TW: Personally, this confirms that I'm in the right place doing the right thing. Imposter syndrome is something I've struggled with from grad school and beyond. I still have a lot of growing to do as a teacher, but this award encourages me that I'm making a positive difference for my students. Professionally, I feel emboldened to explore more ways of improving my teaching and the classroom experience for students.
Q: Can you share some insights into your approach to teaching and how it has changed over the years?
Distinguished Teaching Award
The Michigan Tech Distinguished Teaching Award has been presented annually since 1982. This year's award celebrates two categories: Assistant Professor/Assistant Teaching Professor and Associate Professor/Associate Teaching Professor/Professor/Teaching Professor/Professor of Practice. The award nomination and review processes are student-driven; finalists are selected based on student ratings regarding quality of instruction. Winners receive $2,500 and a plaque at an awards dinner sponsored by the Office of the President in the fall.
TW: In the classroom, I foster a conversational, casual atmosphere while maintaining structure. Students tell me the relaxed environment encourages them to ask questions without feeling intimidated. I bring a lot of enthusiasm to class, which is infectious. Over the years, I've been learning the importance of giving students the opportunity to work through examples on their own during class time. Math sticks when you do the math yourself instead of just watching a teacher do it. I've been working on incorporating more independent student work in my classes. Outside of class, I try to provide lots of resources for success. This includes review material, supplemental instructional videos and links, and offering time to meet outside of office hours.
Q: What do you think makes for a successful learning experience?
TW: I believe students learn best when they have an intrinsic curiosity and desire to understand the subject. I cultivate that curiosity by sharing my own passion for math. Students can achieve amazing success if they have the drive and determination to learn. I think it's also important to have a well-structured course. Clearly defined expectations and assignments keep students from getting frustrated or confused.
Q: How do you strive to nurture your students' growth?
TW: I try to empathize with my students as much as possible. Remembering the struggles I had when learning the topics for the first time helps me relate to the challenges students are facing. It's important to remember that many students are facing unseen struggles, so I try to be understanding and give students the benefit of the doubt.
Q: Are there any particular teaching methods or techniques that you find especially effective in helping students grasp complex concepts in your field?
TW: I like to balance theory and practice. One analogy I draw for my students is that of playing a board game. Every game has rules explaining how it works, which is its theory. However, we intuitively understand the rules only when we actually start playing the game, which we call practice. I use handouts in most classes that reflect this dichotomy. One side outlines the theory, including definitions, formulas and procedures, and the other side has example problems that use the theory. Working through problems helps students intuitively understand the theory. Better understanding of the theory builds proficiency in problem-solving and mastery of the material.
Q: Is there a particular teaching memory from your time at Tech so far that stands out to you?
TW: The memory that stands out most was alarming at the time but rather amusing to look back on. I was proctoring an evening exam for Calculus 1 in Fisher 135, when a floor outlet shorted and started spurting flames and sparks into the air. It looked like a firecracker and smelled terrible. I was completely stunned along with the 100-plus students writing the exam. Fortunately, no one was hurt, not even the student who had been sitting directly above the outlet. We were able to safely evacuate the room and actually finished the exam at a different location.
Q: Who (or what) inspired you to become a teacher?
TW: My undergraduate professors at Bob Jones University inspired me to pursue teaching. They displayed a genuine love for students alongside a passion for teaching and expertise in their fields. Mathematics professor Dr. David Brown demonstrated kindness and empathy. Dr. Brian Vogt's straightforward instruction in chemistry exemplified clear learning goals together with the support to reach those goals. Dr. Kathy Pilger, another math professor, taught me the value of rigor and precision in critical thinking. These and many other professors at BJU inspired me to strive for excellence in teaching.
Q: What opportunities does this award open up for you?
TW: In the short term, I plan to go up for promotion to associate teaching professor. I'm hopeful this award will strengthen my case for that opportunity.
Michigan Technological University is an R1 public research university founded in 1885 in Houghton, and is home to nearly 7,500 students from more than 60 countries around the world. Consistently ranked among the best universities in the country for return on investment, Michigan's flagship technological university offers more than 185 undergraduate and graduate degree programs in science and technology, engineering, computing, forestry, business, health professions, humanities, mathematics, social sciences, and the arts. The rural campus is situated just miles from Lake Superior in Michigan's Upper Peninsula, offering year-round opportunities for outdoor adventure.
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