Statement of Teaching Philosophy 2011

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I believe that there are basically two types of instructors:  those who make it easy for their students to learn and understand the material presented in class and those who want to withhold information and make it difficult to learn.  The latter type fails to understand that education is a service industry.  I believe that my role as an educator is to provide opportunity, support, and guidance to students in their education.  I am a resource for my students.  My job is to present information in an understandable manner so they can learn to use it profitably.  Through this development of critical thinking and problem-solving skills, students not only obtain knowledge but also understand how it can enhance their lives and the society they live in.

The student’s responsibility in this relationship is to have a desire to learn, a willingness to utilize available resources, and be open to new ideas. The relationship between student and educator can ultimately determine if an educational endeavor will be successful.  The student can learn how to utilize resources; but, if they come to class without the desire and openness to learn, then mastering the material can be difficult.  Conversely, if the teacher doesn’t adequately prepare lessons, or show a willingness to work at making their teaching methods more effective, then again, learning can be difficult for the student. Great moments in teaching are when an instructor sees their students master information and techniques.  I love watching a student’s eyes light up as they suddenly understand a concept they were struggling to master.  I find it very rewarding to see my students succeed in their classes and develop an appreciation and understanding of chemistry.

I also believe that teaching is about selling.  In the case of education, it’s about selling information.  For the science-minded student, chemistry courses are interesting and challenging; for the non-science-minded student, chemistry classes can be a confusing and frustrating struggle.  If a student’s math and problem-solving skills are not developed, learning chemistry can be overwhelming.  I understand how important it is for an instructor to keep their audience in mind and to approach chemistry topics from different directions to reach students of varying abilities, learning styles, interests, and cultural/educational backgrounds.  As an instructor, I know that I need to present the material in a form that the students can understand, that will engage them, and for some, help them relate to an imposing area of study.  My teaching experiences have inspired me to prepare lessons that include a blend of information and application presented in an entertaining way that reinforces the material and helps to keep the student’s attention focused.  I know that an engaged student is more likely to participate in class and gain something from the experience.

For my general chemistry classes, I like to reinforce concepts in the lab or by a demonstration in the classroom.  Witnessing the brilliant colors of light emitted when solutions containing potassium and copper are introduced to a flame help to solidify the concept of emission spectra.  Rather than just reading about single-replacement reactions, I prefer to have students watch silver nitrate react with copper to form a silver “tree.”  If budget limits hands-on activities, then the internet can help provide substitutes, such as a video from the British science show Braniac demonstrating the explosive reactive properties of cesium in a tub of water.  Demonstrations that I have incorporated into lectures not only brought the concepts to life but also helped the students to retain the material.

While creative approaches help hold a student’s attention and reinforce course objectives, traditional lecture techniques utilizing modern technology are the backbone of any successful teaching plan.  I like to work with students in the class to develop problem-solving skills applicable to chemical concepts and to repeat these ideas on homework and laboratory assignments.  I also believe it is important to conduct one-on-one meetings with students to provide additional attention to difficult topics.  Years of teaching and tutoring experience have taught me to develop my ability to approach chemical topics from several different directions, to effectively teach students with different abilities and learning styles.  Relating course concepts to current chemistry-related headlines also helps to further reinforce the material and promote an understanding of a bigger picture in relating chemistry’s effect in everyday life.

One of the best ways to gauge if a student has really learned the material is by testing them.  I prefer not to use multiple choice questions on tests.  I feel that this type of exam doesn’t accurately gauge a student’s understanding of a topic.  I feel a better way to gauge a student’s progress is through a mix of short answer, fill-in-the-blank, and problem-solving questions.  This mix allows questions to be tailored to not only measure a student’s retention of the information by also their understanding and application.  I believe that the ultimate goal of education is not to just memorize facts to pass a test, but for the student to really understand the material and hopefully use it in their life to make informed decisions.

As an educator, my ultimate goal is to not only help a student understand course concepts but also develop an appreciation for chemistry.  I strive to help students develop critical thinking and problem-solving skills, ignite their life-long learning skills, and prepare my students to function successfully in an information culture.  I believe the purpose of education is to teach students how to find the information they need, how to understand unfamiliar concepts, and how to use the information and understanding to make informed decisions in their lives, and possibly the lives of others.  My goal is not just to teach the material necessary to pass a test, but to expand a student’s understanding of chemistry and its importance in life.  The final product of all of this is, hopefully, students who appreciate and understand important chemical concepts, have a clearer view of the big picture, and are, ultimately, better citizens of the earth.

Statement of Teaching Philosophy 2022

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My teaching philosophy has evolved over my nearly 20 years of experience in education. Initially, it revolved around using different methods of instruction to reach students of varying learning styles. While I still practice this in the classes I teach, my vision of my role as an educator and my understanding of higher education have expanded and become more three-dimensional. Despite this evolution, my ultimate goal as an educator remains the same: I want to positively impact my students and help them develop the tools they need to succeed in their educational and career goals.

My current teaching philosophy has four components. 1) An effective teacher needs to be a life-long learner and possess a growth mindset. 2) A faculty member at a community college is an educational leader and resource for the community. 3) A teacher should be an example to students of operating in a professional atmosphere and navigating life healthily. Finally, 4) Teachers need to meet students where they are in their educational journey.

Component #1: An effective teacher needs to be a life-long learner and possess a growth mindset.  I am my first and primary student. If I do not make time for my growth and seek out learning opportunities, I will not provide the best educational experience to my students. In the fall 2020 and spring 2021 semesters, I expanded my education by taking additional graduate credits through MSU-Mankato. These courses discussed culturally responsive pedagogy (CRP) and helped me incorporate CRP into my classes. I developed a project where General Chemistry I students study the chemical causes and societal impacts of the Flint Water Crisis and assess if it could happen to them. My General Chemistry II students will expand their view of climate change by studying ocean acidification through a CRP lens, marrying chemical causes to their human impacts and how those impacts vary based on race and class. By remaining a life-long student, I grow my skills as an educator and create new content for my students. I also demonstrate to students what it means to be a life-long learner, a trait most of the jobs of tomorrow require from the workforce.

Component #2: A community college is an educational leader and resource for the community. Community college faculty are leaders in the academic community and a resource for other educators. I have tried to position myself as a professional resource for the Austin community through my involvement in supporting the local elementary school science fairs as a judge, special awards organizer, through my development of and leadership in the Science Fair Mentoring Project (SFMP), and as an advisor to the Hormel Institute, a leading cancer research facility. Working with 3rd and 4th-grade students through SFMP provided the teachers and students at Austin elementary schools an additional science education resource. It improved my understanding of how to reach my college students because I am challenged to create ways to explain scientific concepts to younger students differently—these new ways of presenting scientific ideas improved my teaching in the college classroom. Working with the teachers in the elementary schools has also exposed me to new classroom management skills, many of which are transferable to my college classes. In addition, I serve on the Community Advisory Board for the Hormel Institute, where I use my knowledge of the school system and passion for science education to advise the institute on science outreach programs in Mower County. Not only am I able to offer my expertise to other educators and students outside of those at the college, but I also find working with other community educators has helped to develop my educational skills and supports my growth as an educator.

Component #3: A teacher should also be an example to students of operating in a professional atmosphere and navigating life healthily. I summarize this idea as, “Let it begin with me.” I need to be the first to practice what I am teaching to my students. If I want my students to use proper email etiquette, I must demonstrate this skill consistently. If I want students to meet due dates, I need to set and meet expectations on when I will have papers graded. If I want students to take the course seriously, I need to take it seriously by coming to class prepared and on time. Students will see my example and learn from it. If I do not practice it, I can not expect my students to, nor am I in a position to offer advice to help them become better learners and contributing members of society.

Component #4: Teachers need to meet students where they are in their educational journey. Students come into my classes at all levels of preparedness and maturity and with a wide variety of life experiences. It is crucial to meet students where they are in their education and humanize the struggle of obtaining an education and being alive. Students are often unprepared in math, writing, study, and notetaking skills. Most students are generally unprepared for the amount of work and responsibility college requires. Some students need mental health support or are experiencing food insecurities. I work to identify the needs of students and direct them to resources that can help. I also share tips/tricks with students that helped me in college. I want students to know that learning will be hard at times, and this is okay. Even I struggled in college, but I stuck with it and kept going. I learned new skills and techniques to help me handle the challenges of higher education. I love watching students’ eyes light up as they suddenly understand a concept they struggled to master. I find it very rewarding to see my students succeed in their classes and develop an appreciation and understanding of chemistry. This growth can not happen unless we meet them where they are without judgment.

Higher education has changed a lot since I attended college. Still, the ultimate goal of education remains the same: help students develop critical thinking and problem-solving skills, ignite their desire for life-long learning, and prepare them to function successfully in an information culture.  Hopefully, the final product of all of this is better citizens of the earth.

Statement of Teaching Philosophy 2020

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My teaching philosophy has evolved over my nearly 20 years of experience in education. Initially, it revolved around using different methods of instruction to reach students of varying learning styles.  While I still practice this in the classes I teach, my vision of my role as an educator and my understanding of higher education has expanded and become more three-dimensional.  Despite this evolution, my ultimate goal as an educator remains the same:  I want to positively impact my students and help them develop the tools they need to succeed in their educational and career goals.

My current teaching philosophy has four components.  1) An effective teacher also needs to be a life-long learner and possess a growth mindset.  2) A faculty member at a community college is also an educational resource for the community.  3) A teacher is responsible for teaching students the fundamentals of chemistry and should also be an example of how to operate in a professional atmosphere and navigate life healthily. Finally, 4) Teaching is about helping students learn how to apply it and convincing them that the information you are teaching them is valuable to them in life.

Component #1: An effective teacher needs to be a life-long learner and possess a growth mindset.  This means that I am my first and primary student.  If I do not focus on my growth and seek out learning opportunities, I will not provide the best educational experience to my students.  The more I learn educational best practices, current topics in science/chemistry, and other topics I find interesting, the better I can make connections between chemistry and the world and explain complex concepts to students.  One of the ways I learn is through travel.  My experiences abroad have exposed me to new cultures, allowing me to relate better and be open to the diverse population of students I teach.  By remaining a life-long student, I grow my skills as an educator.  I also demonstrate to students what it means to be a life-long learner, a trait most of the jobs of tomorrow require from the workforce.

Component #2: A community college is an educational resource for the community, not just the students who enroll in classes.  Community college faculty are leaders in the academic community and a resource for other educators.  I have tried to position myself as a professional resource for the Austin community by supporting the local elementary school science fairs as a judge, special award organizer, and leadership in the Science Fair Mentoring Project.  Working with 3rd and 4th-grade students has improved my understanding of reaching my college students because I am challenged to create ways to explain scientific concepts to younger students.  Working with the teachers in the elementary schools has also exposed me to new classroom management skills, many of which are transferable to my college classes. In addition, I can offer my expertise to other educators and students outside of those at the college. Working with other community educators has helped develop my educational skills and support my lifelong learning growth.

Component #3: I am responsible for teaching students the fundamentals of chemistry, but I am also an example of how to operate in a professional atmosphere and healthily navigate life.  Riverland has identified that students need assistance building additional skills to help them succeed in college, which is why students are now required to take a first-year experience course.  Students also lack basic communication skills, professional etiquette, study skills, and set and meet goals.  I have incorporated these areas into my classes.  I outline appropriate communication behavior in the syllabus and mirror it back to the students.  I guide students in developing study techniques and strategies.  I set boundaries and explain to students how to operate within them.  For instance, while I don’t accept late assignments, students do have the option to complete extra credit in my classes.  All the extra credit involves the students using campus resources, such as the Writing Center to have papers reviewed or tutoring services provided by the Student Success Center.  If students miss an assignment for any reason, they still have the opportunity to make up the missed points.  This helps students look for and utilize other options to meet their goals, a valuable tool in the real world as the path to success is often winding and does not proceed as one would expect it.  I recently completed On-Course training to become part of the team of faculty who can teach the first-year experience class for incoming students.  The information and skills I acquired from this training will also increase student success in my chemistry classes.

Component #4: Teaching is about helping students learn information and how to apply it and convincing them that the information you are teaching them is valuable to them in life.  For the science-minded student, chemistry courses are exciting and challenging; for the non-science-minded student, chemistry classes can be a confusing and frustrating struggle.  Learning chemistry can be overwhelming if a student’s math and problem-solving skills are not developed.  I understand how important it is for an instructor to keep their audience in mind and approach chemistry topics from different directions to reach students of varying abilities, learning styles, interests, and cultural/educational backgrounds.  As an instructor, I know that I need to present the material so that the students can understand, engage them, and help them relate to a challenging area of study.  My teaching and life experiences have inspired me to prepare lessons that include a blend of information and application presented in an entertaining way that reinforces the material and helps to keep the student’s attention focused.  I know that an engaged student is more likely to participate in class and gain something from experience.

The student’s responsibility in this relationship is to desire to learn, be willing to utilize available resources, and be open to new ideas. The relationship between student and educator can ultimately determine if an educational endeavor will be successful.  Students can learn how to utilize resources if they come to class without the desire and openness to learning.  Conversely, if the teacher doesn’t adequately prepare lessons or show a willingness to make their teaching methods more effective, learning can be complex. Great moments in teaching are when instructors see their students master information and techniques.  I love watching students’ eyes light up as they suddenly understand a concept they struggled to master.  I find it very rewarding to see my students succeed in their classes and develop an appreciation and understanding of chemistry.

I strive to help students develop critical thinking and problem-solving skills, ignite their desire for lifelong learning, and prepare them to function successfully in an information culture.  I believe the purpose of education is to teach students how to find the information they need, understand unfamiliar concepts, and use the knowledge and understanding to make informed decisions in their lives and possibly the lives of others.  Hopefully, the final product of all of this is students who appreciate and understand essential chemical concepts, have a clearer view of the big picture, and are, ultimately, better citizens of the earth.