Thackeray, Lynn Roy
Lecturer, Computer Science
CS 425b
Curriculum Vitae
Last Updated: 10/24/18 -

Dr. Thackeray's professional background includes twenty-five years of progressively responsible positions in information technologies, systems development and senior technical leadership. He has extensive experience leading the development of cutting-edge products and technologies.  Dr. Thackeray has received industry notice for developing an Agile Scrum project management methodology combined with a test-driven software development life cycle (SDLC) process that is used for managing enterprise level projects.   

Dr. Thackeray holds a doctorate degree from Northeastern University with a research focus of underrepresented populations in Computer Science.  His academic experience includes over eight years as a university level instructor. He has taught Computer Science courses both on-line and in the classroom, with emphasis on software design and architecture, and web development.  He has developed the curriculum for mobile applications development and advanced Object Oriented Programming courses.  


Teaching Philosphy

My philosophy of teaching is based on a belief that learning needs to be student centered and that the student needs to be an equal partner in the learning process. My role involves using my expertise to put the necessary resources in the hands of the students and to make sure that my students are well equipped to find and evaluate the resources they need to answer their questions.

I believe that in the technical disciplines, students must first acquire a working knowledge of the fundamental principles and associated skill sets of a given area.  I am committed to the concept that students learn best about technology by doing, or in other words practical application.  In an introductory course, this may be simulated through discussion, demonstrations of practical applications, and then hands on exercises.  In upper-division and graduate classes, the experiences simulate real word situations.  Real questions must be asked, realistic solutions offered, and students must have a chance to choose from options based on their own experiences.   Instruction in a classroom must make provisions for this need, with all the opportunities for feedback, instructor examples, and detailed critiques on student’s projects or programs.  Specific methods may vary depending upon the student or the situation, maybe conversation rather than structured discussions or analysis of the student’s work and results rather than examinations, but in the goal is the same:  The instructor must be able challenge students while simultaneously mentoring the them and providing for them opportunities for success as they learn technology by establishing a basic knowledge base, and then by applying that knowledge and related skills to real and simulated situations.

I let students know that my role is to be a facilitator and a mentor. I always make sure that I am available to support them as they work through the course. This includes providing detailed descriptions of assignments, which include samples so that they are able to see what a good finished project should look like.