Editor’s note: This is the second in a three-part series focusing on the NIU professors who won the 1990-91 Presidential Teaching Professorships. Today’s article features Math Professor Robert Wheeler.

Like many other schools, NIU has its share of professors who are considered by students and colleagues to be above average.

They spend a decade or two building their careers, balancing research, serving the university and practicing highly effective teaching.

Once in a while, someone notices.

Robert F. Wheeler, professor of mathematics, is one of three NIU professors awarded a Presidential Teaching Professorship.

Although the title itself carries little weight outside faculty circles, the selection process looks for some of the same qualities students look for in teachers and advisers.

The selection committee sifted through the credentials of 24 nominees, looking at more than the qualifications that fit neatly on a resume. Nominees had to submit course evaluations and rosters for the past six years, allowing random interviews.

While every teacher has a different way of doing things, each of the three recipients seem to hold similar views on what it takes to teach effectively.

All three place a high priority on a close rapport with students, an enthusiasm for their discipline and continuing to learn themselves.

Wheeler said his best teaching is done with, not at students.

“I’m not the kind of teacher who can just stand up in front of a class and lecture away. I find if it’s just me talking, it gets lifeless after a while,” he said.

Although Wheeler has taught all levels of classes, he is increasingly involved with graduate students, getting many of them ready for a career teaching high school math.

After teaching for almost 20 years, Wheeler said he hasn’t forgotten his days on the other side of the classroom. “I remember what it was like for me in 1968, when I was at their stage, just starting to do research. I had no idea what was going on, ” he said.

Wheeler said mathematics requires more than just memorization.

“There are lots of math problems where you can’t see the answer immediately. You have to follow your nose for a long time. You have to be patient and persevering in the face of frustration,” Wheeler said.

Wheeler said the personal rewards and frustrations of teaching depend on students’ attitudes.

“Occasionally, you meet a student who’s bright and highly motivated. You work with them and develop a relationship called mentoring. That can be very rewarding. The worst is teaching a class of students where you encounter apathy and even hostility.”

Wheeler said he believes in an open-door policy. Approachable and at ease, Wheeler defies the stereotype of the secluded mathematician working his arcane art.

“When you close your door and just do research, that may help your research, but it’s a loss in your development of a faculty person,” he said.

Wheeler admits much of the math he works with is abstract and far removed from the normal numbers most people deal with.

“That’s a serious barrier for mathematicians to communicate to the rest of the world what it is they do. Especially when you go to a cocktail party and try to describe it to someone. That’s tough.”

Although able to balance teaching, research and service during most of his career, Wheeler said administrative duties as director of graduate studies and mathematical studies have taken away from research in recent years.

Wheeler said he came to NIU in 1972 for a reason.

“The early 70s were a very tough time for mathematicians looking for jobs. I applied to 100 schools, got one offer, from NIU and I took it,” he said.

While Wheeler emphasizes the benefits of mentoring students, he never had a specific mentor himself. “My father was a college professor, so I knew a lot about that kind of life. But he was in geography, not mathematics. I accumulated ideas from watching others teach.”