Teaching Philosophy

            When I was a Teaching Assistant, one of my favorite parts of the job was working with students on how to take what they learned in the classroom and apply it to real-world situations.  It is all well and good to teach students the difference between different types of research designs, but the question is, will they be able to select the appropriate design and run a successful study themselves?  That influenced my own views of learning and how I wanted to run my own class as an instructor.  I also subscribe to the constructivist theory of learning in that learning is not simply absorbing knowledge like a sponge; it is the ability to take that knowledge and apply it outside the classroom.  Students should be actively engaged with their own learning and to facilitate this, I have three goals:  1) Engage the students with a variety of teaching methods, 2) Ensure students understand the real-world applications of what they’re learning, and 3) Provide a supportive environment for students.

            I use a combination of both traditional and active learning techniques in order to communicate course material in ways that are accessible to multiple learning preferences.  Traditional lectures are used to introduce course content, supplemented by videos, podcasts, and readings which demonstrate its application.  I encourage students to participate in group discussions that not only reinforce what is taught, but also highlight ways to succeed.  For example, on the first day of class students might talk about how they study for exams and suggest ways in which they can improve on their current strategies.  In addition to classroom discussions, students are given assignments with real-world implications.  For example, debating the ethics of age restrictions on who may receive donated organs.  Students are also asked to critically examine research in aging studies, such as a journal article or symposium presentation. 

            As an educator, I believe that one of the most important things you can do is encourage questions.  Whenever I begin a semester, I start with a quote by the science communicator Alie Ward, “Don’t be afraid to ask smart people stupid questions.”  I never want my students to feel nervous about asking for clarification or help.  I also try to make myself available in multiple ways, be it through email, office hours, or meetings by appointment so students have an opportunity to work through any issues, whether it’s distinguishing psychosocial theories of aging, or offering feedback on a statement of purpose for graduate applications.

            Finally, I believe that teaching is a skill that is constantly being refined.  I always reflect on student feedback at the end of each semester in order to improve my class moving forward.  I also keep tabs on what’s current in the field of aging so that I can present my students with information that is up to date.  Additionally, I attend symposia presented by the Academy for Gerontology in Higher Education so I may gain new perspectives on how I can effectively reach out to students from diverse backgrounds.  I have also taken classes on teaching (both general and online-specific) so that I could familiarize myself with techniques, technologies, and theories, and incorporate them into my own teaching methods.