Gregory Dykhouse

Gregory Dykhouse, currently in his 23^rd year of teaching, has always tried to find unique ways to teach his high school students. For example, in recent years of teaching a course named “Big History,” which spans the history of the universe, he has taken his freshman students to the University of Michigan to explore the various museums located there. “For most of these students, the excursion represents the opportunity to walk the grounds of a major university campus!” Greg states. Another unique material that he uses is having his students read What the Eyes Don’t See: A Story of Crisis, Resistance, and Hope in an American City, an account of the Flint water contamination.

Greg finds constant inspiration from his wife and children. “They hold skills and interests in many areas that are weaknesses for me, so I am reminded that there is much yet for me to do,” he says.

When he is not in the classroom, Greg participates in multiple groups that allow him to exchange ideas with other educators on how to improve high school education.

Greg is very excited to work with the Bill of Rights Institute. “A reminder of basic rights within an ordered society may be particularly helpful for our younger learners and leaders today,” he states. He points to the unprecedented levels of changes that have taken place in our society over the past century as a reason why educators have such a difficult but important job. “Our young students enter a world greatly unlike that of their parents and grandparents.  Just what priorities is a high school teacher to model?” he asks. This is the driving question behind Greg’s work as an educator.