Teaching

In my view, critical thinking, coupled with a willingness to be creative, is essential for a students’ success in academics and in life. I approach my teaching by embracing the idea that skill development is a life-long pursuit. Critical thinking is the currency of our age and it can only be utilized when coupled with creativity.

The “5 why’s” as a method of inquiry is an essential way to gain a deeper understanding of any topic.  In my classes, I demonstrate that the way forward for both theory and practice is to explore and professionally challenge outmoded ways of thinking.

I also aim to inspire my students to constructively challenge norms by encouraging them to new things they learn across disciplines and career paths. I accomplish this goal by offering opportunities to demonstrate that learning is most enjoyable when both self-directed and supported. I have high standards that are stretch goals for most students designed to encourage growth. Central to my teaching philosophy is that learning is an empowering mix of comfort and challenge. Students are supported in their pursuit of expanding knowledge and skills that challenge and advance previous mental models and assumptions.

Many of my goals as a teacher require me to think carefully about how to integrate both traditional approaches and unique course designs to enable students to meet higher-level learning objectives like analyzing, evaluating, and creating. For example, I have recently designed a syllabus to integrate service-learning opportunities that bridge theory and practice while also building a student’s professional portfolio.

I also look for opportunities for experiential learning in which students have the space, time, and settings to apply what they are learning. I value new teaching modes and technology as ways to better share information and help students engage with material such that they take ownership of their own learning process.

Overall, my course designs feature activities and objectives to not just learn theories, but to help students interact with them. I provide support and rewards for questioning, synthesizing, integrating, and reimagining what our a priori assumptions may be.

In my interactions with students and in my classroom environment, I strive to be approachable, yet known for high standards and a willingness to support students as they work to meet them. I see my classroom as a collaborative laboratory where students will be challenged to work together and to test what they think they know. Experiments are not always perfect, nor do they always yield positive results.

My classroom is a place where “failure” and challenges are valued as part of the learning process. To better meet the expectations of my students, I continue to develop my skills and knowledge so that I can bring innovative information to lectures and discussions. Because learning is also a personal passion, I assume that I am the only expert on a topic, and do not want my students to think that I am.

I want students to engage in conversations with me because they know I am willing to explore new perspectives and new ways of approaching theory and practice.