TEACHING PHILOSOPHY

I approach each course with at least six major objectives:

First, to bring high levels of energy and enthusiasm to class. Learning, I believe, is best facilitated in an energetic environment, particularly with students who take courses in three-hour periods. I believe, too, that my own enthusiasm captures the imagination of many students and increases their enthusiasm for the material itself.

 Second, to be clear in terms of course objectives and expectations, thereby generating a sense of fairness and opportunity for success among students. I am aware that the vast majority of our students are highly achievement-oriented. Such students are eager and aggressive in accomplishing stated objectives when they know exactly what is expected. The failure to be clear about objectives and expectations typically creates confusion in the classroom. Such confusion does not facilitate learning. I therefore specify my objectives and expectations clearly in my course syllabi, repeatedly explain them in class and write them on the board, and invite pertinent student comments and questions.

 Third, to demonstrate my personal concern for the well being of students as individuals. I am personally enriched from my interactions with students. I work hard at developing a personal rapport which conveys kindness, caring, and openness with students. My intention is not to win their personal approval at the expense of facilitating their goal accomplishment, but rather is to remove personal formalities which are not conducive to a relaxed learning atmosphere. I therefore ask that they call me by my first name, keep scheduled and unscheduled office hours, work at being a good listener, respond quickly to emails, offer advice when asked, and work hard at practicing what I teach (i.e., service, quality, dedication).

 Fourth, to provide a classroom experience which combines the theoretical and practical aspects of the material in a manner which is personally relevant to individual students. I go to great lengths to introduce students to the practical, theoretical, historical and methodological workings, strengths, and weaknesses of the material, utilizing conversations and discussions about the material. These discussions are consistently followed with experiential activities, use of multi-media tools such as TED Talks and documentaries, guest speakers from the community, visiting community organizations, and story-telling techniques designed to examine the practical applications and meanings of the material.

 Fifth, to challenge each student at a reasonably high level. I set challenging but reasonably achievable goals. We are told, and experience shows, that students are more likely to generate highly-motivated and productive student performances if their courses are challenging. In my courses these assignments typically take the form of challenging examinations (with thorough preparation to focus student efforts), written assignments and/or reflection papers that utilize the material studied to interpret and suggest improvements for real-world problems, and presentations where students can practice their speaking skills. In addition, I incorporate many creative assignments to challenge students in their application of course materials.

 Sixth, to equip each student with the knowledge, skills, and passions to create a more equitable and just world. I encourage students to confront intolerance, promote empathy, listen to and learn from one another, and embrace the complexities of discussions on anti-racism, diversity, equity, inclusion, and social justice. While I work on and challenge myself on these topics, I also actively engage students in these conversations through classroom discussions, readings, and activities.