Universities serve many purposes, from advancing research to creating community.  

However, David Gooblar, associate professor of English and director of general education literature, believes teaching is the most important function of universities.  

“I think teaching is one of the most valuable, and most fascinating, things that humans do for each other,” said Gooblar. “To teach someone is to try to help them better themselves; I can think of few more satisfying jobs than this one.” 

Gooblar's belief in the power of teaching drives his research, which focuses on teaching and learning in higher education. His most recent book, One Classroom at a Time: How Better Teaching Can Make College More Equitable, published in August 2025 and coming out in paperback on Sept. 1, 2026, examines how teaching can address inequities in student success. 

The book grew from a disconnect Gooblar observed across higher education: Universities across the nation were attempting to address achievement gaps for marginalized students, but few institutions looked at teaching as part of those efforts. Meanwhile, research was showing that changes in teaching could improve academic outcomes for marginalized students. 

“Too many instructors are left alone to figure out how to teach, without enough resources or training to properly help all of their students succeed,” said Gooblar. 

Gooblar argues that higher education is designed around a narrow conception of who attends college, as historically, college students were exclusively white, male, and wealthy enough to devote themselves to college full time. Today’s students come from a broader range of backgrounds and have other responsibilities, such as earning income while studying. 

“Too many of our students get to college and discover that the way things are done was not designed with them in mind,” said Gooblar. “The book tries to help instructors educate our actual students, not the imaginary ones we continue to pretend we have.” 

To teach more equitably, Gooblar believes instructors should follow two main principles: students learn as whole people, and marginalization harms people in concrete ways. Instructors can make simple changes to their teaching approaches to minimize stereotype threat, belonging uncertainty, and other psychological barriers faced by many students. 

“If instructors can take into account their students’ full humanity, they can earn their students’ trust, persuade them that they are capable, and help them succeed on their own terms,” he said.  

Gooblar brings that philosophy into his own courses, where he teaches a variety of topics, including twentieth-century American literature, writing of all kinds, and how race and gender influence literature. As the director of general education literature, he also oversees 150 sections of the general education English course ENGL:1200 Interpreting Literature.  

Gooblar's enthusiasm for literature is shared by his students. His courses fill quickly and draw waitlists, which he credits entirely to the environment created by his colleagues and students in the Department of English. 

“It’s a really exciting time to be a part of English at Iowa,” Gooblar said, pointing to the program’s 800 majors and dedicated faculty. “It’s such an honor—and a continual pleasure—to work with and alongside these people.” 

Gooblar is already considering where his research might lead next, including a potential book examining how people teach within professions where teaching is not their primary occupation. 

Whatever direction that work takes, his focus remains rooted in how teaching can best serve students. 

“I want to show people that better teaching can improve the world,” he said.