TEACHING PHILOSOPHY

My overall teaching philosophy is to nurture critical thinking skills through authentic learning experiences.  Critical thinking is an important transferable skill essential for success in a broad range of careers.  Many of the strategies that

I use in my teaching include engagement with published textbook, articles and inquiry-based assignments.

​

Additionally, I believe that students should be drivers of their own learning.  I incorporate active, inductive, and collaborative learning into my teaching practice, engaging students in learning in a variety of ways. My active learning strategies include solving problem activities, case studies and readings that inspire student-generated questions and developing final projects that bring concepts they learned in class to a real-life situation. Many of the active learning activities that I use involve small-group work, where students practice articulating concepts and sharing ideas, developing collaboration skills and learning from the various perspectives of their peers.

​

Whenever possible, I bring in guest speakers to the classroom to be another source of information for the students.  It’s an opportunity for them to see that what they learn in the classroom is transferable to the “real world”.  It also gives the students an opportunity to ask questions and have an open discussion with an individual who is currently in the field of business that they one day hope to be in. 

​

Lastly, I feel that teaching beyond the classroom is one of the most valued aspects of my role as educator.  I am always available to my students to help them understand a concept, write up an assignment or even help answer any questions they may have about their current work experiences.  The opportunity to mentor students, allows me to know my students and learn about their goals and aspirations.  This is both enjoyable and informative, as I gain insight into their needs and the ways in which the public relations program can support their individual growth. I can see the positive result of this mentorship when a student asks me for a recommendation for the Honor Society or for entrance into a graduate program.  My teaching is especially validating when I see or speak with a previous student and they tell me how valuable the class was and how they implement concepts and writings they learned into their current work situation.