Faculty and Staff Directory
Education Information
2012, Master of Public Administration
Boise State University - Boise, Idaho
2003, Bachelor of Arts: Geology
Pacific Lutheran University - Tacoma, Washington
Teaching Philosophy
Students at the post-secondary level are in the process of becoming scholars. Their relationship with the course, the classroom, and the instructor fundamentally changes from passive learning toward active collaboration. As such, I encourage them to challenge the course materials and perspectives presented and am inspired when provided with a question I must research and return with an answer. Education is a process that affects both the student and the teacher. In that spirit, at the beginning of each semester I reveal to my courses that I too am a student, pursuing advanced education, and that I constantly evolve my approach to teaching by reading a new pedagogy book every summer.
As a professor of general education, I help students discover how to learn and cultivate in them a desire to expand their knowledge beyond the outcomes of the class. If a student understands the process of learning, they can approach any concept or task with appropriate skepticism and competence. I am a guide to students, and they must learn the information for themselves. They should see me as a mentor, not just someone who holds the power of their grade. I strive to share my personality, and model for them how to interact with another adult.
Fundamentally, my courses help students develop citizenship, the ability to participate and contribute positively to our society. They should become self-confident yet remain intellectually humble, realizing the limits of their knowledge, skills, and abilities while also seeking to expand on their understanding. For undergraduates, I believe proficiency in the process of learning should be paramount to content mastery.
My classes are designed to expose students to unfamiliar material; this creates the opportunity for growth. In agreement with Jean Piaget, I believe that intelligence is not fixed trait but rather a process of cognitive development. In his view, learning occurs when a person is presented with disequilibrium, a concept or situation which does not align with their current understanding. Their work to adapt and reestablish equilibrium creates new knowledge, skills, and abilities. My role is to challenge students, initiating curiosity and prompting adaptation.
To facilitate student achievement, I create a constructivist environment where students are active participants in building toward new understanding. In the classroom, this approach uses a combination of lecture and discussion with applied learning. I rely on activities to help engage students and connect the content to the real-world, a concept Josh Eyler calls authenticity.
In my courses, students are assessed using formative and summative measures. They are given time in class to practice prior to being evaluated. I use quizzes, exams, applied projects, and participation to evaluate student success and engagement. In my view, effort does not equate to competence, neither does standard achievement indicate learning. A student who assesses high at the beginning of a course does not gain as much as a student who assesses high at the end; both should earn top marks. While I use grades to motivate student work, I ensure students are praised for their attempt, regardless of outcome. I focus on encouraging students to have a growth mindset rather than adjudicating performance.