Teaching Philosophy (Summary)
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I am passionate about sharing my knowledge and skills with students to assist them in their relationships in their own families and those of others as well as to help them succeed in becoming future leaders in the field. I hope to provide my students with a strong foundation in developmental theories and research fundamentals that are crucial to the discipline of developmental psychology. I also hope to develop in them the skills necessary to critically analyze real life issues, such as the ability to search for and understand research, to challenge assumptions, and to know the vital questions to ask. Even though not all of my students will pursue a career in psychology/human development, the foundational knowledge in human development and how it can be applied to one’s life and the life of others resonates with my students.
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I enjoy getting students excited about subjects that have practical relevance and importance to not just their own lives, but which also can impact the lives of their families and those around them. I believe students are the most engaged and learn best when they can see how the material is directly applicable to real life. To accomplish this goal, each of my lectures contains real life examples of the concepts, either through class discussion, family stories, or video examples. Students have informed me after class as well as on student ratings that they love the video examples and learn a great deal.
I also believe that students learn the most when teaching is a conversation between teacher and students, rather than simply the presentation of information, and when students feel relaxed rather than furiously copying down notes from crowded slides. When I teach, my attention is focused on the students and I bring about a comfortable, conversational tone by asking students to respond to thoughtful questions when appropriate and by listening intently to their answers. I have been told in my teaching reviews that my lectures feel like a "heartfelt conversation" which puts my students at ease. Another way that I accomplish this relaxed atmosphere is by appropriately pacing the course content and avoiding crowded PowerPoint slides. Another testament to my teaching ability is that my student ratings are always above the average for the quality of the course and quality and enthusiasm of the instructor, and I was nominated by my department for a university-wide teaching award.
I also believe that students learn the most when teaching is a conversation between teacher and students, rather than simply the presentation of information, and when students feel relaxed rather than furiously copying down notes from crowded slides. When I teach, my attention is focused on the students and I bring about a comfortable, conversational tone by asking students to respond to thoughtful questions when appropriate and by listening intently to their answers. I have been told in my teaching reviews that my lectures feel like a "heartfelt conversation" which puts my students at ease. Another way that I accomplish this relaxed atmosphere is by appropriately pacing the course content and avoiding crowded PowerPoint slides. Another testament to my teaching ability is that my student ratings are always above the average for the quality of the course and quality and enthusiasm of the instructor, and I was nominated by my department for a university-wide teaching award.
Teaching Experience
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Illinois State University
Pennsylvania
State University |
Instructor, FCS 231: Parenting
Instructor, FCS 251: Infant & Toddler Development Instructor, FCS 254: Middle Childhood Development Instructor, HDFS 418: Family Relationships
Lab Instructor, HDFS 312W: Research Methods Instructor, HDFS 229: Infant & Child Development Invited Guest Lecturing Experiences in HDFS 129, 229, 418, 429 Graduate Teaching Assistant, HDFS 312W: Research Methods Graduate Teaching Assistant, HDFS 418: Family Relationships Graduate Teaching Assistant, HDFS 229: Infant & Child Development |
Fall 2016, Spring 2017
Spring 2017 Fall 2016 Spring 2016
Fall 2015 Summer 2014, Spring 2013, Summer 2012 2012 - 2015 2015 2012 2011 |
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*Scores below on scale ranging from 1 (lowest rating) to 4 (average rating) to 7 (highest rating).
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Student Ratings
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Overall Scores:
Summer 2014 Infant & Child Dev.
(Students: 19; Response rate: 94%) Spring 2013 Infant & Child Dev. (Students: 155; Response rate: 94%) Summer 2012 Infant & Child Dev. (Students: 8; Response rate: 100%) Other Scores of Note:
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Quality of Course
5.8
5.7 6.4 |
Quality of Instructor
6.0
5.6 6.4 |
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Instructor's enthusiasm about subject matter
Instructor's knowledge of subject matter Instructor's preparation for class Clarity of presentations Pacing of lectures Amount of info learned compared with other courses Encouragement of student participation Logical organization of course Effectiveness in improving knowledge or skills |
*Range of scores across all courses taught are below.
6.3 -- 6.5
6.3 -- 6.6 6.4 6.0 -- 6.3 5.9 -- 6.4 5.9 -- 6.1 5.8 -- 6.5 6.1 -- 6.4 5.9 -- 6.0 |
