In the ever-evolving world of education, innovative educators play a crucial role in shaping the minds of future generations. At St. Benedictine High School, Dr. Martin Lindway stands out as a beacon of creativity and dedication. With a rich background in both academia and industry, Dr. Lindway brings a unique perspective to his teaching, inspiring students to think critically and creatively. This blog explores Dr. Lindway’s journey, his teaching philosophy, and the innovative strategies he employs to empower his students.
Background and Personal Motivation
Dr. Martin Lindway’s journey into education is both inspiring and multifaceted. Born and raised in Lorain, Ohio, Dr. Lindway has a Ph.D. in Polymer Science and Engineering from the University of Massachusetts and a B.S. in Chemistry from the University of Akron. His educational background is further enriched by various graduate courses in physics and chemistry from institutions like the University of North Carolina, The Ohio State University, and Baldwin Wallace. These courses, co-sponsored by the American Modeling Teacher Association, focused on the latest training in modeling instruction pedagogy.
Before transitioning to education, Dr. Lindway accumulated over 25 years of corporate experience in Global Research and Development and Global Marketing of innovative polymeric materials for applications in the medical device, automotive, and aerospace industries. Additionally, he has 14 years of experience in various lay volunteer ministerial roles in the Catholic Diocese of Cleveland and Charleston, South Carolina, for both youth and adult faith formation.
“I have been a full-time educator at Benedictine High School for five years,” Dr. Lindway shares. “I was inspired to become an educator nearly 12 years ago through my observations of science and theology courses, my children and their friends, and my first-hand experiences in lay ministry with youth and adult formation classes.”
One of the primary reasons for Dr. Lindway’s transition to education was the perceived misconceptions students and adults had concerning science and faith. “The statistics from surveys conducted on youth over this period confirmed much of my observations. Yet, the trends were even more dramatic, as they were the primary reason students drifted away and lost faith in God,” he explains. This realization fueled his passion for addressing these misconceptions through education.
Influences and Philosophy
Dr. Lindway’s teaching style has been shaped by several influential educators and organizations. “I have taken several courses offered by the American Modeling Teacher Association, taught by fantastic instructors and highly experienced participants from all over the U.S.,” he says. This network of dedicated instructors has been invaluable in supporting Dr. Lindway’s efforts to improve secondary science education.
Additionally, the Magis Center and its president, Fr. Robert Spitzer, have provided significant guidance and support in launching the science-based apologetics units in the science curriculum. These influences have helped Dr. Lindway develop a student-oriented teaching philosophy that emphasizes the importance of claims-evidence-reasoning and student-led discussions.
“My teaching philosophy is driven by a more student-oriented classroom and teaching style,” Dr. Lindway explains. “Students’ learning and understanding are utilized to enhance the learning environment for the whole class. They develop the appropriate claims to critical questions and provide the necessary evidence to defend their claims with valued reasoning.”
Innovation and Creativity in Teaching
For Dr. Lindway, innovation in education means closely examining the needs of students against the landscape of established findings, best practices, and critical thinking. “Innovation is addressing these needs both directly and to those that are potentially adjacent to them,” he says.
One of the most significant innovations Dr. Lindway has introduced at St. Benedictine High School is the Physics First curriculum, which replaces the traditional sequence of biology-chemistry-physics. This approach has shown significant improvement in standardized national science-scoring testing. Additionally, Dr. Lindway has implemented modeling instruction, a student-oriented pedagogy that encourages active learning and critical thinking.
“In reviewing the then-recent findings of the Next Generation Science Standards, I looked into introducing critical elements into the science curriculum,” Dr. Lindway explains. These elements include the Physics First sequence, modeling instruction, and a fundamental structure to address high-level, applied questions through Claims-Evidence-Reasoning.
Dr. Lindway also introduced specific units targeting critical questions important to the Christian core belief, using evidence-based arguments supported by scientific and peer-reviewed data. This science-based apologetic curriculum has been recognized during keynote addresses at the Duc In Altum Conference and the Institute for Catholic Liberal Education National Conference. Additionally, Catholic secondary schools in Ireland are considering piloting this curriculum developed at Benedictine High School.
Encouraging Creativity and Critical Thinking
Dr. Lindway employs various methods to foster creativity and critical thinking in his students. “Before developing a model, students make observations of a physical phenomenon and discuss ways in which the evidence could be collected to support their claim for the model,” he explains. This approach encourages students to collect data, analyze it, and defend their claims with evidence and reasoning.
“Students often communicate their understandings through various whiteboard activities they share with the class,” Dr. Lindway says. This collaborative environment allows students to develop the necessary data to support their claims and understand the limits of their models.
Impact on Students
Dr. Lindway’s innovative approach to teaching has had a profound impact on student engagement and learning outcomes. “The results and feedback that I have received from students, both current and past, keep me strongly motivated and inspired to continue improving both course content and the methods students can use to participate in the course materials,” he shares.
Students have expressed their appreciation for Dr. Lindway’s teaching methods. “My mind was blown when we discussed certain topics,” one student remarked. Another student shared, “I have really been able to help both believers and unbelievers by sharing content discussed in your course.”
Dr. Lindway believes that one of the most essential skills for students to succeed in today’s world is the ability to confidently approach new problems and questions. “They need a framework to identify the necessary and critical question and the confidence and resilience to develop the necessary evidence and reasoning to defend their claim,” he explains.
Vision for the Future
Looking ahead, Dr. Lindway has ambitious goals for the future of education. He aims to expand the science-based apologetic curriculum and translate the learnings and content to other interested schools. “I appreciate the Benedictine administration for supporting all three of these initiatives, including those currently in their beginning stages,” he says. “Their trust in me and the science department continues to inspire and motivate me to refine and improve our offerings to future students.”
Dr. Martin Lindway’s journey as an educator is a testament to the power of innovation and creativity in education. His unique background, student-oriented teaching philosophy, and dedication to addressing misconceptions about science and faith have made a significant impact on his students. By fostering critical thinking, encouraging creativity, and continuously seeking ways to improve, Dr. Lindway ensures that his students are well-prepared for the challenges of the future.
As education continues to evolve, the principles and practices of innovative educators like Dr. Lindway will remain crucial in creating engaging and effective learning environments. His story serves as an inspiration to educators everywhere, demonstrating the profound impact that passion, creativity, and dedication can have on students’ lives.
