Teaching Philosophy
Education cannot be taken away, but rather builds on and amplifies prior experiences and knowledge. This perspective is the main reason why I find value in teaching; I can help students take pride and responsibility for their education and ultimately become life-long learners. As a teacher, I strive to educate students as citizens that can make conscientious decisions about science and the environment. I also aim to provide students with tools to further their careers in any field while gaining an appreciation for science and how it influences our daily lives.
Students learn in many different ways and I believe it is important to incorporate teaching methods that address a variety of learning preferences. By aiming to reach different types of learners, the potential for all students to make lasting connections is far greater. I approach teaching with the following ideas in mind:
Learning through active participation: I believe that students must be engaged to obtain lasting knowledge. Some class settings are easier to incorporate active participation, but regardless of size or subject, engaged learning is critical.
Learning through relevant objectives: Students work best when expectations are clearly defined, learning objectives are challenging but achievable and information is made relevant.
Learning through timely feedback: Students learn best when given ample and timely feedback about their progress and are given opportunities to correct errors. If confusion around complex topics lingers, students will find learning difficult.
Learning driven by inquiry: Learning to identify and answer questions is important for developing critical thinking skills that are useful in any career.
My experiences teaching both lower and upper level soils and geosciences courses as well as overseeing undergraduate research and NSF REU summer field schools have reinforced the aforementioned ideas about effective teaching. Although there is much more to learn, these experiences have inspired me to pursue a career where I will have the opportunity to guide students toward an appreciation and deeper understanding of science and a lifetime of learning.
Students learn in many different ways and I believe it is important to incorporate teaching methods that address a variety of learning preferences. By aiming to reach different types of learners, the potential for all students to make lasting connections is far greater. I approach teaching with the following ideas in mind:
Learning through active participation: I believe that students must be engaged to obtain lasting knowledge. Some class settings are easier to incorporate active participation, but regardless of size or subject, engaged learning is critical.
Learning through relevant objectives: Students work best when expectations are clearly defined, learning objectives are challenging but achievable and information is made relevant.
Learning through timely feedback: Students learn best when given ample and timely feedback about their progress and are given opportunities to correct errors. If confusion around complex topics lingers, students will find learning difficult.
Learning driven by inquiry: Learning to identify and answer questions is important for developing critical thinking skills that are useful in any career.
My experiences teaching both lower and upper level soils and geosciences courses as well as overseeing undergraduate research and NSF REU summer field schools have reinforced the aforementioned ideas about effective teaching. Although there is much more to learn, these experiences have inspired me to pursue a career where I will have the opportunity to guide students toward an appreciation and deeper understanding of science and a lifetime of learning.