Statement of Teaching Philosophy

As an instructor, I am committed to sharing the excitement and pleasure of learning with

my students. It is my philosophy that coursework should be punctuated with elements which
engage a student: encouraging critical thinking skills, an appreciation for multiculturalism and
diversity, and developing an understanding of relevant applications to student life. Additionally,
I am committed to students developing their professional writing abilities ensuring they can
effectively communicate what they have learned through critical thinking and multicultural
exercises. These commitments are reflected in course structure and design of assignments to
assess student progress.
Commitment 1: Encouraging critical thinking skills
This commitment is reflected in discussions and assignments that are open ended in nature.
These open-ended activities encourage a student to seek possible responses with relevant
supporting information instead of seeking a sole correct answer. For instance, while learning
about human development students are assigned a case study assignment to work on in small
groups. This assignment presents a profile of a child including relevant biographical details.
This assignment encourages students to reflect on developmental theories and their application to
real world scenarios. For a large portion of the assignment there is no correct answer, rather it
asks for the group to deliberate and defend their position in their analysis of the case study.
Commitment 2: Multiculturalism and diversity
Multiculturalism is a thread I weave through out the course. Supporting this commitment began
with selection of a course text which included multicultural teachings and diverse view points.
The text I selected includes these aspects through out the Units including multicultural views of
abnormal behavior, human development, social psychology, and other topics. I further integrate
multiculturalism into course discussions addressing relevant issues by getting the students take
on controversial topics or ideas. Furthermore, diverse views are supported through the inclusion
of relevant video clips and audio presentations during lectures. This commitment has received
positive feedback from students and continues to be an important aspect of my teaching
philosophy.
Commitment 3: Professional Writing Development
Professional writing is addressed through a series of Writing Workshops integral to a term paper
assignment in my Introductory Psychology course. Through a 3 step process students develop a
term paper which fulfills a large component of their final grade. These writing workshops
address key topics including: a) the use of a library for research and finding a peer reviewed
journal article, b) use of APA style formatting, and c) proofreading and review process. Through
these workshops students develop a term paper which addresses the difference in media portrayal
and research based factual information of psychological concepts. Additionally, there is a
writing component on every exam (short answer and essay format). Encouraging students to
learn to express their ideas and critical thinking skills in writing on specific topics.

Commitment 4: Exciting and Engaging Curriculum Relevant to Student Life

It may just be the developmental psychologist in me, but I believe as an instructor I have a
responsibility to engage students in a way that is meaningful to their lives. From using relevant
generation appropriate examples (think Harry Potter and YouTube blog style videos) to
personally being excited and animated about lecture material, I am committed to making learning
fun. For instance, when time comes to review information for an upcoming exam, I prepare a
jeopardy game. As a class we engage in a fun and relevant way to review material which serves
to prepare students for the exam, clarify questions on covered information, and engage in
comradery and friendly competition (I even offer a small prize to the winning team). The result
is a review session which is both engaging and effective and has students looking forward to the
next review (as opposed to dreading the next exam).