Stephen Salako, PhD

Associate Professor of Mathematics
Mathematics and Sciences Department Chair
Metz Hall, Room 403C
210-431-3983
stsalako@ollusa.edu

Curriculum Vitae

Areas of Expertise

My research navigates Imaging, Optimization, PDEs, Mathematical Modeling, and Math Education, revealing the interconnectedness of concepts in theory and application. 

Teaching Philosophy

In shaping my teaching philosophy, I am guided by the belief that mathematics, much like the English language, is a universal tool with profound relevance to various aspects of life. The importance of mathematics is not only comparable to the English language but extends into diverse realms, from basic transactions to complex projects at NASA, chemical plant design, and the creation of models for real-life situations. As Leonardo da Vinci aptly noted, no human investigations can be considered true science without undergoing mathematical tests.

Understanding the pivotal role of mathematics in the world, I advocate for a careful and thorough approach to its teaching. My philosophy revolves around key principles that I consider essential for effective teaching:

1. Patience:
Patience is a virtue, and I approach teaching with an abundance of it. Having encountered diverse students over my 20 years of teaching, including those lacking prerequisites, those who excel, non-traditional students, and those with special needs, I recognize the importance of patience in addressing their varied needs. Whether guiding students to bridge knowledge gaps, encouraging non-traditional students, or supporting those with special needs, patience is the foundation of effective teaching.

2. Diverse Students:
Recognizing the diverse motivations of students—whether fulfilling major requirements, pursuing mathematics as a major, or harboring a dislike for the subject—I tailor my approach to highlight the real-world applications of mathematics. By elucidating the relevance of the course content to their respective goals, I aim to engage and inspire students across different spectrums.

3. Interactive Classroom:
I adopt an active learning approach, acknowledging research that indicates increased student learning and personal development when students are actively involved. By posing questions, encouraging participation, and positively acknowledging both correct and incorrect responses, I create an interactive learning environment that fosters engagement.

4. Office Hours:
I actively encourage office hour visits, recognizing that students may face scheduling challenges. Beyond official office hours, I provide additional opportunities for students to meet with me, ensuring accessibility for those with conflicting schedules. This flexibility, coupled with a willingness to assist, reflects my commitment to student success.

5. Grading and Feedback:
Fair grading practices and prompt feedback are integral to my teaching philosophy. Feedback is provided immediately after assessments, allowing students to address any deficiencies before progressing further. Additionally, I solicit feedback from student’s mid-semester, fostering a responsive and collaborative learning environment.

6. Student Names:
Knowing the names of my students is a deliberate effort to create a sense of community and value. This practice enhances the interactive classroom experience, promotes participation, and contributes to a safe and inclusive learning environment.

7. Technology:
While embracing the benefits of technology, I underscore the importance of competence without reliance on calculators. I utilize technology to supplement learning, providing alternate perspectives and real-world applications. Balancing technological tools with foundational competence ensures a comprehensive approach to mathematical education.

In conclusion, my teaching philosophy is rooted in the belief that teaching is both an honor and a privilege. By embracing patience, recognizing diverse student needs, fostering interactivity, providing accessible support, maintaining fair grading practices, prioritizing student feedback, valuing individual names, and leveraging technology judiciously, I strive to contribute meaningfully to the education and development of each student. Teaching is not just a profession; it is a commitment to shaping the future of scholars, leaders, and contributors to the broader community.

Outside Interests

Outside of my professional endeavors, my life is enriched by a diverse tapestry of interests and activities that bring joy, meaning, and balance. At the core of my world is the love and connection I share with my wife and children. Spending quality time with my family—Vivian (13), Stephen (10), and Valerie (6)—is a source of immense happiness and fulfillment. Whether it's engaging in family outings, playing games, or simply sharing moments of laughter, these experiences create cherished memories that bind us together.

As a passionate sports enthusiast, soccer holds a special place in my heart. I find joy in watching soccer matches, and my allegiance as a die-hard Newcastle United fan adds an extra layer of excitement to the game. The ups and downs of the season become a shared experience, connecting me with a broader community of fans who share the same fervor for the sport.

My spiritual life is a cornerstone of my personal growth and fulfillment. Reading and studying the Bible are integral aspects of my daily routine. Delving into the scriptures provides me with wisdom, guidance, and a deeper understanding of my faith. This curiosity extends to writing devotions and discussion questions based on books in the Bible—a creative and reflective practice that allows me to share my insights and engage with others in meaningful conversations.

In the quiet moments of reading and reflection, I find a sense of tranquility and inspiration.