Teaching Philosophy
At its core, I hold that teaching is an art and a discipline surpassing the transmission of information. As a teacher, I create a developmental experience that elevates and advances the cognitive and practical abilities of others. This can only be done when the whole of the student is present and welcome in an inclusive learning environment; I work ardently to make this the reality of my classroom both overtly and implicitly.
My methods aim to challenge existing worldviews and beliefs in an earnest and servant-fashion through an invitational, not inimical, approach. This practice calls both teacher and student to enter into a dialogical exchange where knowledge is deconstructed and then reconstructed - emerging anew from the social process. In this, teaching is as formative as it is informative. The dialogical engagement fosters and nurtures a tendency toward openness for both student and teacher. Authentic and effective teaching requires continued engagement in the practice of learning. When a teacher is not open to learning they are not qualified to teach. Students recognize and respond to this with their own willing eagerness to learn.
Engagement with course material and academic concepts in settings where the knowledge can be actualized is key to the formative nature of education. This application of knowledge to scenarios in the professional world is a central component of my pedagogy and permeates the educational experience I provide to students. To achieve this desired outcome I utilize several modalities including in-class simulations, internships and immersion experiences, group projects, and case studies.
The journey may begin with terms, concepts, and theories necessary to understand and discuss the field of study. However, as students become familiar with these, it is application of the material that serves as the true measure of transformation. There are many management concepts that must be executed through interpersonal relationships in organizational settings for the student to achieve a mastery. Simulating these scenarios through group work provides students an opportunity to test skills in an environment where they can receive constructive feedback, tinker, and attempt to elevate their practice. Demonstration of skills, not just memorization of concepts, is a significant aspect of how I assess the learning of students and prepare them for their professional futures.