Teaching Philosophy

Over the years, my approach to teaching has adjusted to accommodate the ever changing role of educators and because my experience with students has shaped my practice. Before addressing those changes, it is important to clarify how my philosophy has not changed.  My primary focus in my classrooms is to share my love of the field. Students can easily catch our enthusiasm and have a much easier time engaging in our lessons if instructors can easily express why they love the field. That excitement not only entails telling “good stories” that highlight theory while intriguing the mind, but also means helping students find what excites them about the field.  I design my lectures in a way to give students the tools to try their hand at practice while highlighting how fascinating the theories are. I find that when students discover the stimulating dynamics of psychology and reasoning, they are as captivated as I am and engrossed in learning more. One personal skill I have that helps make this happen is that I am a very animated storyteller. I am willing to look silly if it conveys the story just right.  Plus, I can tell engaging stories about standard deviations and probabilities because they are riveting to me. My primary tip to those asking about what is needed to become a Professor is… to love your field.

While I have never changed my focus on infusing students with a love for Psychology and Quantitative Reasoning, my role in their education has shifted greatly.  Professors are no longer the “keepers” of the information. Information is readily at the fingertips of every interested person. Textbook and lectures are no longer the only way students learn.  However, our role as instructors is no less important. We are here now to guide students with the consumption of that mass material, to help them identify trustworthy information, and most importantly, in my view, to guide them with critical thinking skills so they may safely consume information for the rest of their lives.  I have shifted my teaching away from merely sharing the names and examples of theories to guiding them to apply and critically evaluate theories. My goal is for students to be capable scholars in this ever changing information age. If equipped with proper reasoning and critical minds, they will be able to navigate any field that they are passionate about.   All of my courses have assignments with critical assessment and application of course material. Whether I ask students to evaluate the statistical claims of products they purchase or use theories to persuade others to recycle. I encourage students to consume and evaluate information for application so they can carry those skills on after their time with me.

My philosophy is also shaped by the years with students. I recognize the importance of reading my students’ needs and adjusting accordingly.  I have become somewhat of a mind reader when looking into the sea of faces during lecture. A subtle flinch or shift of the eye is sometimes all I need to recognize that this material wasn’t as clear as it needed to be.  I have added digital feedback tools to my daily lectures to ensure that I have not missed those subtle cues and can continue to hone that skill. I am in constant need of feedback to guide my teaching.   Students are my best mentors for how I can improve. Responding to constant and honest feedback is important to me and is a key part of my approach to teaching.

I  have also learned that students’ needs often go beyond the classroom.  My role might include connecting them with resources, internships, grad schools, or to be an ear and mentor them along a difficult path.  I have come to appreciate the complexities that our students bring in their pursuit of education and feel blessed that they have allowed me to briefly join them on their journey.  I value my role in conveying the knowledge and am humbled in my role as mentor in the larger contexts of their lives.