My teaching philosophy is based on the idea that students learn best when they are engaged in the course material and when they receive individualized instruction. To practice this philosophy, I use a variety of teaching techniques. At our first class session, my students are asked to complete an assessment about their preferred methods of learning. I use this information to design a course that is best suited to my students’ needs. This generally involves incorporating different teaching strategies on different days but focusing more heavily on the style preferred by the majority of my students. For example, when I teach classes that require students to learn large amounts of empirically derived material, the preferred method is often PowerPoint presentations. Although the majority of sessions will include PowerPoint presentations, I recognize that students learn best through active participation and through the incorporation of different formats. Therefore, other techniques such as trivia games, role playing, and group discussions are also implemented.
In addition to using an assortment of teaching formats in my classes, I include numerous assessment types ranging from exams to creative projects in which students can excel. Each of these assignments vary depending on the particular course, but have included: pop quizzes, examinations, journal writing, online assessment tests, term papers, reaction papers, multimedia projects, book reviews, article summaries, group projects, experience-based learning projects, and attendance/participation points. I find it imperative to cater the type of assignments to the goals of the course. For example, exams and term papers are effective for assessing students in courses based on theoretical and empirical information. However, when the course objectives include challenging one’s own stereotypes and biases and learning to see things from another’s perspective, journal writing, book reviews, and experience-based learning projects are more effective for stimulating and assessing students (please refer to pages 6 and 9 for the assignments used in my CHFD 4330: Diversity course). I also design the examinations and assignments to assess a range of cognitive abilities from recall to critical thinking. For example, my exams include different types of questions such as multiple choice, true/false, fill in the blank, short answer, and essays. They also encourage students to synthesize information and to critically evaluate the course material and their own assumptions and biases.
A second but equally important component of my teaching philosophy involves creating a safe atmosphere in my classroom. Due to the personal and sensitive nature of topics covered in my classes, I work hard to create an environment in which students feel comfortable expressing their opinions and listening to the opinions of others. From our first day together, I inform students that we are all teachers and learners. I expect active participation in class discussions and emphasize that as professionals, students must learn to listen to others whose opinions differ from their own. I ask students thought-provoking questions to help them relate the material to their own lives and to challenge their perspectives. Throughout the course, I remind them that I too, am a learner in our class. When they share their perspectives through assignments and class discussions, I understand the material in new ways.
Finally, my role as an educator includes conveying not only the course material, but also mentoring students with their personal and professional development. I meet with students outside of class to discuss their goals and to suggest resources for meeting their goals (e.g., seminars, tutors, on-campus facilities/resources). Based on students’ particular research interests, I suggest supplemental materials to enhance their learning experience. For example, I frequently photocopy additional (optional) readings for my students, inform them of campus and city-wide events, and bring in news articles that are related to the course material. I provide information and advice for applying to graduate school and/or choosing a career path. I also devote brief periods of class time to teach about professional development (e.g., the benefits of joining professional associations, email etiquette tips, etc.).