Teaching Philosophy - Academic Setting

I believe that learning can transform people and challenge them. I like to foster an environment that encourages learners to think critically, engage deeply, and apply their learning meaningfully. For instance, I encourage students to connect to their career or personal interests in discussions and activities. Whether students enroll in a course out of personal interest or as a requirement, my goal is to help them discover its relevance and value in their lives. For example, when I teach general psychology to students in other majors, I like to ask students at the start of the course how they see the course as relevant to them. I ask again at the end of the course and I always see students get excited to talk about how they will use course ideas. When I teach statistics, students often feel that the course is not relevant if they are not interested in research. I focus on helping them apply the material to the statistics they see in everyday life. No matter what the course, I encourage students to consider how the ideas might apply, to discuss applications and challenge what they are reading or finding in the materials. This also fosters a more internal locus of control by giving students a way to control the learning process through relevancy. By connecting with the ideas, they get more engaged and interested in the material. They can build on their experiences and prior learning. Students in my senior seminar have expressed gratitude and excitement about the opportunity to apply their learning to their careers and set goals for after graduation.

I also stress social construction of knowledge, a concept rooted in constructivist principles, emphasizing that learning is an active and collaborative process. This was the framework of my doctoral dissertation and emphasizes not just sharing of knowledge but creating new knowledge together. Rooted in constructivist principles, I encourage students to engage with ideas, challenge assumptions, and co-create understanding through dialogue, reflection, and real-world application. 

I strive to engage students in a variety of ways. Discussions allow students to share ideas and to co-construct new knowledge. Assignments may include traditional papers, but I also try to incorporate other activities that mirror real world applications from creating podcasts and infographics to conducting an interview. I have also started finding ways to use new technologies like AI. For example, I developed a qualitative methods course where students can create interview protocols and use AI to create participants and collect data through AI interviews. 

I also support students in taking control of the learning process, helping them set goals for their learning if needed. I help them find ways to feel more in control of the learning process while being accountable. I try to help students not to feel like they are trying to make an instructor happy but rather engage in activities that benefit them and where they feel in control of the outcomes. I design and foster learning experiences that empower students to take ownership of their education, question information critically, and develop confidence in their ability to navigate complexity. This may involve regularly meeting with a student or helping connect them with resources. I work with them to help them identify solutions that work for them. 

In giving feedback, I try to help them understand how they can implement improvement and highlight strengths on which they can capitalize for future work. During my doctorate I took a course on teaching psychology and was asked to interview a professor. I interviewed my research mentor and chair who told me, “Set high expectations but grade gently.” I have never forgotten this. I try to grade in a way that does not demoralize but provides meaning to the grades. I grade with the goal of helping students understand how they can control the outcomes. I believe the most valuable aspect of feedback is the qualitative feedback that helps students grow from the work they did. I strive to make feedback useful providing concepts that may be useful in the next assignment, future courses, or in their careers. I will use different forms of feedback where it provides clarity such as video feedback and in-paper feedback as well as qualitative feedback.

With experience teaching adults ranging from 18 to 80, I recognize the diverse perspectives, experiences, and motivations that each student brings to the classroom. I strive to create an inclusive and supportive learning environment where ideas are valued, and students can connect their lived experiences with academic concepts.

Ultimately, my teaching philosophy is centered on equipping students with the skills, mindset, and adaptability needed to succeed beyond the classroom or build on skills that adult learners bring from their careers and life experiences. By fostering intellectual curiosity, I want to inspire learners to engage with the world thoughtfully and proactively.