Teaching Portfolio
Inside my desk sits a little binder filled with evaluations that I’ve received from former students. Some reviews are funny, others are critical, but they all serve as a constant reminder as to why I am passionate about working with college students from all walks of life. During my time teaching at the university level, I have learned that the best way to lead a classroom environment is by listening to the needs of students. In following this practice, they have taught me that they are all capable of success when given the right tools, time, and attention.
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Listed below are principles of my teaching philosophy, student evaluations, syllabi examples, and sample assignments.
Philosophy & Practice
Discussion-Based
Learning increases when we are given opportunities to be in conversation with one another. Whether it be one-on-one, in small groups, or a larger Socratic seminar is dependent upon both the class and the content. Varying the group size both accommodates and challenges comfort levels.
experiential
Experiential learning makes course content tangible. As a trained public historian, I learned that field trips, service learning opportunities, and connecting with community members all aid students in furthering their understanding of the material. Additionally, these practices challenge students to apply themselves and what they’ve learned in new ways.
Dynamic
Games and activities are the best way to keep students interested in course material. I firmly believe in having fun during class. Creating mind maps, practicing team-building activities, and content-related puzzles all make the learning process fun and keep students on their toes.
Compassionate
Learning can only happen if the instructor is willing to listen, practices compassion, and is open to new ideas. No two students are alike. Being flexible and adaptable is key to ensuring that all students will have equally valuable learning experiences, though this may take different forms depending on the individual.
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