Teaching Mission
Statement
My teaching mission is to create environments where students learn through problem-solving, critical thinking, teamwork, and technological skills to become lifelong learners who function effectively in their world.
Teaching Philosophy
My philosophy of teaching is first and foremost a philosophy of learning which is a main goal of my synergy of purpose. In understanding how learners learn, it is then possible to understand the teaching and learning process. Above all, I am a learner. I strive to understand how I learn and how best to make sense of my environment. I recognize what methods and experiences help me understand complex ideas and what things get in the way. As a teacher, I understand that learning is a complicated, intricate web of perceptions, abilities, and schemas with each student having a diverse set of these. Learners also have wide ranges of cognitive, emotional, environmental, social, and physical factors that either hinder learning or which can be embraced and leveraged for optimal learning. I strive to teach in a variety of ways and use a myriad of methods to support the different characteristics of learners.
I believe students learn best when they are motivated to learn, actively engaged in the learning process, given ownership and responsibility for their own learning, and surrounded and supported by empowered instructors and learning organizations. Although I incorporate methods from a variety of theories into my teaching, I feel that constructivist, multiple intelligence, and brain-based theories provide the best base of knowledge and pedagogy on which to facilitate learning. The constructivist view encourages a learner-centered environment where the instructor is a guide who frames the learning process and provides regular feedback. Multiple intelligences describes a model which takes into account the complex ways that learners experience, process, and ultimately learn. Although brain-based learning theory (educational neuroscience) is in its infancy, study of the brain and its functions are beginning to provide educators with a better understanding of the complexity of the brain and learning.
Courses Taught
In my six years of teaching in higher education, I have taught the following courses to a total of more than 500 students.
Courses Taught:
ED 250 Educational Technology
ED 300 Integrating Technology into the Curriculum
ED 587 Emerging Technologies in Education
ED 486 Issues in Educational Technology
ED 565 Introduction to Educational Research
ED 580 Integrating Technology into the Curriculum
A variety of Independent Studies
ED586 Integrating the Internet into Instruction
Teaching Effectiveness
Over all of the 40+ courses I've taught, my overall rating from student evaluations has been 1.17 on a scale from 1 to 5 (1 is best, 5 worst). This high score attests to my dedication to providing quality learning environments for my students where they can learn and grow as professionals. I constantly reflect on my courses with an emphasis on continually improving them.
My teaching mission is to create environments where students learn through problem-solving, critical thinking, teamwork, and technological skills to become lifelong learners who function effectively in their world.
Teaching Philosophy
My philosophy of teaching is first and foremost a philosophy of learning which is a main goal of my synergy of purpose. In understanding how learners learn, it is then possible to understand the teaching and learning process. Above all, I am a learner. I strive to understand how I learn and how best to make sense of my environment. I recognize what methods and experiences help me understand complex ideas and what things get in the way. As a teacher, I understand that learning is a complicated, intricate web of perceptions, abilities, and schemas with each student having a diverse set of these. Learners also have wide ranges of cognitive, emotional, environmental, social, and physical factors that either hinder learning or which can be embraced and leveraged for optimal learning. I strive to teach in a variety of ways and use a myriad of methods to support the different characteristics of learners.
I believe students learn best when they are motivated to learn, actively engaged in the learning process, given ownership and responsibility for their own learning, and surrounded and supported by empowered instructors and learning organizations. Although I incorporate methods from a variety of theories into my teaching, I feel that constructivist, multiple intelligence, and brain-based theories provide the best base of knowledge and pedagogy on which to facilitate learning. The constructivist view encourages a learner-centered environment where the instructor is a guide who frames the learning process and provides regular feedback. Multiple intelligences describes a model which takes into account the complex ways that learners experience, process, and ultimately learn. Although brain-based learning theory (educational neuroscience) is in its infancy, study of the brain and its functions are beginning to provide educators with a better understanding of the complexity of the brain and learning.
Courses Taught
In my six years of teaching in higher education, I have taught the following courses to a total of more than 500 students.
Courses Taught:
ED 250 Educational Technology
ED 300 Integrating Technology into the Curriculum
ED 587 Emerging Technologies in Education
ED 486 Issues in Educational Technology
ED 565 Introduction to Educational Research
ED 580 Integrating Technology into the Curriculum
A variety of Independent Studies
ED586 Integrating the Internet into Instruction
Teaching Effectiveness
Over all of the 40+ courses I've taught, my overall rating from student evaluations has been 1.17 on a scale from 1 to 5 (1 is best, 5 worst). This high score attests to my dedication to providing quality learning environments for my students where they can learn and grow as professionals. I constantly reflect on my courses with an emphasis on continually improving them.