Philosophy

The central function of the professor is to contribute to teaching and learning in higher education. As such, I am committed to the flourishing (Brighouse, 2008) of students as they develop the capacities necessary to reach personal goals, establish professional identities, and engage as citizens in society. This mission is only feasible through significant interactions with students during their academic journeys (Fink, 2013). While this might look different based on institutional type and department, I enact a philosophy of practice that is effective, engaged, and equitable. It is at the nexus of effectiveness, engagement, and equity that transformation emerges in meaningful ways. Thus, I stand in agreement with Wenger (1998) when he stated, “Education is not merely formative—it is transformative” (p. 263).

Effective

Each student deserves courses that meet intended outcomes as part of their program of study. This is only possible through course design that aligns everything in the classroom to the outcomes––a process referred to as backward design (Wiggins & McTighe, 1998). In other words, the effectiveness of a course is determined by the level to which the tasks and assessments guide students toward the outcomes stated at the onset. I deploy evidence-based practices for teaching and learning that have been documented as effective. I meet each student where they are developmentally (Bransford et al., 2000), scaffold the course to move each student through their zone of proximal development (Vygotsky, 1978), and infuse authentic assessment throughout the course (Swaffield, 2011). Furthermore, I use evidence of learning from courses to contribute to the scholarship of teaching and learning.

Engaged

Each student deserves to play an active role in learning. The role of the student is too often seen as an empty cup that the professor must fill with knowledge, which Freire (1970) refers to as the banking model of education. Much in the spirit of Constructivism, I approach teaching and learning as a social endeavor in which both actors contribute to knowledge production by integrating prior experiences with new experiences (Kolb & Kolb, 2017). Engagement is the most salient when students are able to see the rationale for a course and to situate themselves within the discipline. I build relationships with students as a way to provide connection (Felten & Lambert, 2020), care (Noddings, 2015), and community (hooks, 1994). Similarly, I implement a range of active learning strategies––such as case studies, discussions, and reflective writing––to amplify engagement with students at the center.

Equitable

Each student deserves the opportunity to reach their full potential in a safe and nurturing context. Unfortunately, systems of inequality in society place individuals and communities on the margins through the establishment of social hierarchies (Giroux, 2020). Higher education has also historically and presently contributed to the marginalization and minoritization of students (Ahmed, 2017). I facilitate learning situations that not only meet the unique and dynamic needs of each student but also cultivate the untapped and burgeoning strengths of each student. More specifically, I reject deficit thinking about marginalized and minoritized students by recognizing the abundance of assets that they bring to learning situations (Yosso, 2005). That is only possible through building relationships with students in order to understand their experiences, interests, and aspirations.