Summary of Teaching
My teaching career began as an elementary special education teacher in 2001 while living in Washington, DC. Eight years later I found myself instructing graduate level courses in Northern California. Transitioning from elementary to graduate education proved exciting and challenging. Although my teaching philosophy is fundamentally similar regardless of grade level, the pragmatic aspects of developing a course and structuring assignments required the most reconsideration as I began teaching at Pacific. As a result, I sought guidance from colleagues on campus and at other institutions to develop and refine courses. In addition, I consistently elicit feedback from students to ensure my courses reach the set objectives.
The courses I teach combine a rigorous learning environment with scaffolding necessary to reach the high expectations. I expect students to read all course material and the time in class is spent going beyond readings by critiquing and applying the content. In addition to course content objectives, each class includes instruction concerning graduate level writing and critical thinking. Students receive extensive feedback on their assignments from basic grammatical and formatting errors to more complex structural and analysis issues. I demystifying the writing process by explicitly explaining how I approach the process. I allow students to critique my writing and ask questions about the choices I made while constructing manuscripts. I push them to explore and critique their writing processes through peer review. I approach teaching from the perspective that all students can learn when provided the appropriate tools and support. As such, I provide ample feedback on drafts to assist in their development as scholars and practitioners.
Outside of the classroom, my instructional responsibilities involve serving on thesis and dissertation committees. As a committee member, I try to provide ample feedback and ideas for strengthening the final product. In addition to being a supportive mentor during the difficult aspects of the dissertation, I also give detailed feedback and spend time brainstorming with students in order to help them achieve the high expectations we have within our department.
As a researcher, I critically analyze my pedagogy and practice. I co-authored two manuscripts concerning teaching and advising. One addresses the importance of teaching writing in graduate school as well as analyzing the process of providing extensive guidance (College Teaching, 2011). The second manuscript explores the relationship of the dissertation chair and the student (Qualitative Inquiry, 2010). In this piece, Bill Tierney and I analyze to process of finding voice in the dissertation process as an individual
transitions from student to scholar.
In reviewing student evaluations and my own reflections, I plan to continue developing two aspects of my teaching. First, the students working on a Master of Arts degree request more clarity concerning assignments. Given that scholarly writing is not prescriptive, I need to find balance between explaining assignments and providing space for students to find their individual voices as scholars and writers. Second, I engage with several students through informal teaching and mentoring. I will continue to seek guidance concerning how to support students through independent research projects, developing manuscripts for publication, and transitioning after graduate school.
The courses I teach combine a rigorous learning environment with scaffolding necessary to reach the high expectations. I expect students to read all course material and the time in class is spent going beyond readings by critiquing and applying the content. In addition to course content objectives, each class includes instruction concerning graduate level writing and critical thinking. Students receive extensive feedback on their assignments from basic grammatical and formatting errors to more complex structural and analysis issues. I demystifying the writing process by explicitly explaining how I approach the process. I allow students to critique my writing and ask questions about the choices I made while constructing manuscripts. I push them to explore and critique their writing processes through peer review. I approach teaching from the perspective that all students can learn when provided the appropriate tools and support. As such, I provide ample feedback on drafts to assist in their development as scholars and practitioners.
Outside of the classroom, my instructional responsibilities involve serving on thesis and dissertation committees. As a committee member, I try to provide ample feedback and ideas for strengthening the final product. In addition to being a supportive mentor during the difficult aspects of the dissertation, I also give detailed feedback and spend time brainstorming with students in order to help them achieve the high expectations we have within our department.
As a researcher, I critically analyze my pedagogy and practice. I co-authored two manuscripts concerning teaching and advising. One addresses the importance of teaching writing in graduate school as well as analyzing the process of providing extensive guidance (College Teaching, 2011). The second manuscript explores the relationship of the dissertation chair and the student (Qualitative Inquiry, 2010). In this piece, Bill Tierney and I analyze to process of finding voice in the dissertation process as an individual
transitions from student to scholar.
In reviewing student evaluations and my own reflections, I plan to continue developing two aspects of my teaching. First, the students working on a Master of Arts degree request more clarity concerning assignments. Given that scholarly writing is not prescriptive, I need to find balance between explaining assignments and providing space for students to find their individual voices as scholars and writers. Second, I engage with several students through informal teaching and mentoring. I will continue to seek guidance concerning how to support students through independent research projects, developing manuscripts for publication, and transitioning after graduate school.