Graduate student takes new approach to classroom involvement

April Klaassen - Features Beat

Bobby Hamby knows the meaning of “looks can be deceiving.”

Upon first glance at his pierced ear and alternative attire, Hamby seems more like a student than a teacher, but his love for teaching is evident. His appearance is not the only element that separates Hamby from other graduate assistants.

His instructional techniques make him stand out.

“When teaching biology of the brain, I shaved my head down to the skin and painted the lobes of the brain on it with different colors,” said Hamby. “I used fishing lures for my students to make neurons out of.”

Hamby now asserts how much he loves to teach psychology, but he did not always know he wanted to teach or study psychology at all.
After studying for two years at Piedmont Community College, Hamby, originally from Morganton, transferred into an engineering program at North Carolina State University. Later realizing that engineering was not his passion, Hamby transferred to Appalachian State University where he earned his bachelor’s degree in psychology.

Influential teachers motivated Hamby to study psychology.

“I just had a really good high school psychology teacher and one at the community college that got me interested in it,” said Hamby. “I decided engineering was not for me.”

Hamby’s interest in teaching was sparked by friends who already had experience. “I talked about it with some friends,” said Hamby. “Some were second or third year students. Just talking to them got me interested.”

However, Hamby said his quiet nature made him seem an unlikely candidate for a teaching position. Although the classroom brought him out of his shell, he admits he still gets nervous. “The first day, I was extremely nervous,” said Hamby. “Even this semester, I was nervous the first, second and third days, even though I taught last semester.”

Hamby found an avenue to overcoming his nervousness.

“The best way, I found, is to get to know the students on a more personal level,” said Hamby. “I got to know their names and what they were studying and it helped me get over my nervousness because I know everyone a little bit better.”

Along with shaving his head and assigning his students to play with fishing gear, Hamby tries to implement interesting and unique activities in order to help students fully comprehend certain concepts.
He even brought his pet ferret, Church, to class for a performance.

“For operant conditions, I brought in my ferret, who I’ve taught tricks,” said Hamby. “It helped me to teach positive reinforcement.”

It is those unique lessons that make the class more enjoyable for students.

“They thought it was really neat and that she was cute,” said Hamby.
“They were asking me today why I did not bring her back.”

Hamby also attempts to display the class material’s relevance to students’ lives.

“Before my classes, I talk about current events,” said Hamby. “I do it almost every day. We talk about what’s going on in the news and relate it back to psychology. I just try to make class enjoyable.”

Although his classroom techniques set him apart, Hamby does not take full credit. “I came up with ideas by kind of brainstorming with my peers about teaching and about neat ways to introduce material,” said Hamby.

His uncommon methods of teaching, Hamby believes, were the catapult to a nomination he received in the department of psychology for the campus-wide Graduate Student Assistant Award.

“It would be a really big honor and would mean a lot to me [if I won],” said Hamby. “One thing Dr. [Paul] Fox said to me was when I took the Teaching of Psychology class, was I did not strike him to be a graduate student assistant because I was quiet and because of the way I dress. It was the things I do in class that really made him nominate me … and student evaluations.”

Although he appreciates the nomination, Hamby finds his reward in affecting students.

“I think it was great to be nominated in my department,” said Hamby.
“I have not actually thought about winning the award. I just try to make the information [in class] really interesting and relevant. One of the best parts of being in graduate school is getting the opportunity to teach.”

“The best thing about it is when a student says they’ve leaned a lot or grasped a concept when I demonstrated it in class or choose to study what I’m interested in,” said Hamby. “I really enjoy teaching a lot. It’s one of the best things I’ve done up here.”

Some of his students appreciate his technique and friendliness.

“His teaching is easy to follow,” said sophomore Gabby Burkhardt.
“He gives good visuals that explain what’s going on.

“He doesn’t intimidate you where you’re scared to ask questions again. It’s good being in his class because he’s understanding and a lot of teachers aren’t.”

As a graduate student, Hamby is working on his master’s thesis through video game research.

“I am studying the physiological effects, such as blood pressure and heart rate, of video games. My subjects are adolescents,” said Hamby.

Hamby sees himself continuing to teach in the future.

“I’m going to apply to get a Ph.D.,” said Hamby. “It’s still kind of up in the air. I’m going to try to get a Ph.D. and be a professor because I enjoy teaching.”

Although his future is not completely clear, Hamby is certain of his past experiences at Appalachian.

“I’ve enjoyed attending here and know I’m going to miss it,” said Hamby. “It won’t be long before I’m moving out.”