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Traditional Library


Teaching is a process of instilling the concepts and necessary skills for life-long learning, in addition to team participation, with an individual. The student will ultimately leave the protective environment of the educational system to enter society as a contributing entity. When this occurs, it is vitally important to have the ability to teach one’s self and effectively collaborate with others, in order to manage and process the problems and issues that are presented during life. I believe this is necessary for the continued growth of humanity.

My goal as an Instructor is to share this process, focusing on subject matter in my area of expertise, using current teaching tools available. I strive to personally model this using my professional experience in the real world, often incorporating current projects as they are presented to me, and continuously seek new methods of processing and presentation. My lesson plan allows flexibility for this spontaneous discovery as well as directives toward specific goals. I present students the fundamentals of the subject, real world examples, and a collaborative forum for discussing options to deal with these issues and why. From this, the student will experience a ‘hands-on’ practical application of the learning process, and, as a teacher and professional in my field, I have the opportunity to gain new insight based on individual student needs and collaboration with colleagues.

In teaching, my overarching goal is to develop a student-centered environment. I want students to actively participate, rather than passively learn. When planning a course of instruction, I identify a set of objectives and skills. Next, I compile a rationale for each objective and skill. I design a course plan that emphasizes the application of critical thinking skills to foster deep learning, and the use of collaborative learning skills to facilitate real-world problem solving. I also embed activities in the instructional process that are designed to help students develop research and writing skills, readily transferable across disciplines, as they engage in learning of content material.

Throughout the teaching and learning process, I incorporate multiple choices and pathways through the learning materials. I encourage students to engage in open-ended formative and summative evaluation of the course (what is working, what is not). I also ask students to self-evaluate individual progress. Finally, my course design includes a data-driven evaluation component, which focuses on systematic outcomes and results that are clearly tied to course goals and objectives.

Teaching Philosophy: About Me
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