Teaching Philosophy
Goals and Foundational Principles
My teaching philosophy is rooted in the creation of an interactive and collaborative environment where creativity is sparked and communication is encouraged, critical thinking skills are developed, and students are motivated to learn new material. While teaching is an interaction between a student and an instructor, the outcome of that interaction should result in effective student learning. It is my belief that effective student learning cannot be accomplished without a teacher who is prepared and enthusiastic about the material being presented. Additionally, an instructor who is passionate, skilled and knowledgeable can foster an environment in which students are eager to learn and comprehend the material being presented in a more active way.
I associate teaching to my background in the theatrical profession. As a production stage manager, I provide fellow stage management team members with clear expectations and goals, and then allocate the tool and resources needed to succeed in those goals. As a teacher, it is my responsibility to dictate the expectations of my course, thoroughly explain student learning objectives, and foster an environment where students formulate opinions and communicate effectively. In doing so, a student leaves the classroom with invaluable tools that are applicable to both their profession and daily lives.
Spark Creativity and Encourage Communication
It is my belief that the same destination may be reached in a multitude of ways. I strive to offer the start and end points, and then allocate freedom for students to create the road map toward the execution of an idea. This gives students a voice in class, which enriches the presented material with personal experiences and knowledge. By applying real life situations and contributing to discussion, a student integrates classroom material into practical application. Through conversation, new methods or ideas are developed and creativity is sparked. Students begin to communicate their ideas to others and benefit from peer learning and group discussion. By encouraging communication, students learn how to articulate and describe their ideas to others and become more prepared to participate in future collaborative processes.
Develop Critical Thinking Skills
I find that basic understanding of course concepts is insufficient. Instead, I want my students to engage the material through synthesis, application and analysis. I encourage students to articulate and defend their ideas and apply what they have learned to real-life situations. This cultivation of critical thinking will prepare students to think independently and formulate ideas on how to handle real-life situations. I also utilize Bloom’s Taxonomy as a resource for creating student learning outcomes to ensure that my course objectives correspond with the development of critical thinking.
Motivate and Inspire
I strive to make a difference in the lives of students by placing an emphasis on the essential skills needed to become not only creative artists, but also productive members of society. By fostering an environment where opinions are valued and respected, students are motivated to communicate, collaborate, and learn from one another. I choose to lead by example and hope to inspire students in reaching their full potential as independent critical thinkers.
Methodology and Assessment
I prepare for a course by breaking all material down and defining unit-level learning objectives. By sharing these objectives with students, they begin to understand why certain material is being presented in class and how it relates to their lives. Class structure may vary depending on topic or unit, but I strive to develop a student-centered environment where active participation and discussion are encouraged in lieu of passive learning. I will often utilize visual examples such as PowerPoint, videos, diagrams or photos in an effort to increase comprehension and apply the material to real-life situations. Active learning activities are often utilized as a method of synthesis and analysis. Reading may be assigned, either in textbook or handout form, and I make a point to discuss the main concepts of the reading in the next class. Connecting assignments with the lecture ensures that presented material is in alignment with student learning outcomes.
Evidence of learning is collected both directly and indirectly. Students may be given quizzes on reading material or units covered in class. I often incorporate projects into my class, as they provide an opportunity for creativity and represent a cumulative example of student learning. Early-term feedback and end of course assessments are requested as an indirect and confidential measure and prove to be invaluable as courses are restructured and redeveloped.
Self-Improvement
Effective teaching involves consistent self-reflection and improvement. I am always looking to incorporate new ideas or methodologies into my classroom and seek out opportunities to do so. This past year, I enrolled in a Teaching Effectiveness course with the University of Cincinnati Center for the Enhancement of Teaching and Learning. This course is an element of the Preparing Future Faculty program and provides training in syllabus development, course and unit-level assessment, peer review, and the development of strong student learning objectives. While enrolled in the course, I performed observations of colleagues in different disciplines and observed how to instruct courses differing in material, scope and class size. I find that peer review and colleague-based dialogue are invaluable in the implementation and development of new ideas. My personal quest for improvement also includes the reading of publications, books and scholarly articles relating to higher education. Being familiar with current issues, ideas, and techniques is beneficial to course development, creative work and departmental contributions. It is my belief that student learning will flourish if a teacher commits to their own journey toward educational improvement.