Teaching Philosophy

A good teacher is a professional that is patient, positive, caring, fair, and a responsible person.  I embrace teaching as an opportunity to inspire and empower. As a teacher, it is my goal to enhance student learning as a transformative experience. Ideally, I want students to feel personally changed by their participation in my class.  I believe that the learning process is best when it is collaborative between students and the instructor. It is my expectation that students not only learn from me and from each other, but that I learn from them as well.  My role as the instructor is not only a source of knowledge, but also a source of support and an avenue for other resources. Students can expect that I am approachable, available to answer questions, and genuinely invested in their academic success. I strive to be student-focused, competent, flexible, and aware of uniqueness amongst my students.

    One way I will work to encourage students is to challenge existing boundaries. It is important that I work to promote student responsibility for learning by asking each individual what they will contribute to the class and how each person can participate in creating a classroom environment that is stimulating and respectful of diverse views and experiences. I will actively encourage dialogue with students.  Additionally, I regularly strive to improve my teaching by seeking student feedback, talking with peers, attending teaching seminars, reading and experimenting with new methods. Through these evaluative and informative processes I will continually refining my teaching practices and growing as a teacher/scholar. In-class time and assignments will incorporate a range of activities and methods so that all students have a chance to contribute, regardless of their own perceived strengths or weakness. In-class time consists of a mix of lectures, small-group discussion, large-group discussion, films, guest speakers, simulations, and debates. Assignments combine objective tests (where appropriate), essay exams, term papers, journals, media projects, labs, kinship diagrams (of their own families), and other content-specific exercises. I am always willing to assist the student along the way, working with them individually, reviewing rough-drafts, or helping them focus their work. These activities also give me an opportunity to get to know my students better.  I also believe that it is crucial to promote other kinds of learning than that related to the course material. Students should learn critical thinking through questions posed and discussed in class. The structure of projects should lead to improvement of social skills. Projects that require classroom presentations can improve speaking skills and professionalism. Those done by groups of students can teach them how to get the best work from each member and the fine art of diplomacy.