Teaching Philosophy

Goals & Principles

While the primary goal of teaching is making sure students learn the material, there is so much more to the role. My personal objectives include insuring that students understand the material, see how the material relates to them, and can apply what they have learned. I strive to relate the subject matter to individuals in class so they understand why it matters and how to use this knowledge. I focus on communication, problem solving, critical thinking, and time management skills to insure success in my classes.

Teaching & Assessment Methods

I am a proponent of active learning and I use a variety of performance assessments. I find that students may perform better in one type of assessment than another depending on their personality and social skills. I work for student achievement by enabling them for success, removing roadblocks, and finding optimal work situations and environments. For example, I often use project work in my classes as a way for students to practice what they have learned. Whenever I assign a project to a group, I also allow students to opt for an individual effort rather than work with a team. Some students work well with teams, but others may be more internally focused and are better able to complete the assignment alone. Usually it is only one or two students who opt to work alone, and they understand that they must put forth additional effort because the project will not be split among several people. I find the single student projects to be at least as good, if not better, than the team projects, and those students are much happier. Some may feel that students should be forced into groups in order to learn team building skills, however, I think there are plenty of other opportunities for team building beyond my classroom. After all, my course outcomes have nothing to do with team building and everything to do with my course content. I use several other assessment methods, as well. I utilize low-value quizzes frequently as formative assessments and to insure that students have prepared for class. The class day prior to a test I always play Jeopardy with student teams on the test material. The students enjoy the friendly competition and are able to gauge how well they are prepared for the test. Depending on the class, I may have several formal tests and one project, or 1 formal test and several projects. I also find that student characteristics, class size, and class location (online/size of room/availability of computers) will also influence my choices of assessments and classroom activities.

Value of Teaching in the University

While I am a strong believer in the value of research, I also believe that our research is meaningless unless it can be shared and used to increase knowledge. Not every topic I research is applicable for the classroom. However, a good deal of my research can translate to coursework and lead to more interesting classes and more engaged students. In reverse, I learn so much from my students and I find their participation in my field always revelatory. They keep me on my toes and give me a fresh perspective every semester.

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Teaching Experience

Baylor University, Waco TX 

  • Teacher of Record, MIS 3320 Systems Analysis and Design,  Spring 2018
    • Upper division course required for MIS majors
  • Teacher of Record, MIS 3305 Management Information Systems, Spring 2016
    • Upper division survey course on information systems, required for all business majors

New Mexico Institute of Mining and Technology, Socorro NM

  • Lecturer, ECON 251 Macroeconomics, Fall 2012, Summer 2013, Fall 2013, Summer 2014
    • General macroeconomics course
  • Lecturer, ECON 252 Microeconomics, Spring 2013, Spring 2014
    • General microeconomics course
  • Instructor, FA 189C, Acting I, Spring 2014
    • Introduction to Acting

University of New Mexico - Valencia Campus, Los Lunas, NM

  • Lecturer, THEA 105 Theatre Appreciation, Fall 2013
    • History of Theatre, forms and methods, significant contributions to the field
  • Lecturer, DANCE 105 Dance Appreciation, Fall 2013
    • History of Dance, forms and methods, significant contributions to the field
  • Lecturer, THEA 130/131, Acting I and Acting II, Fall 2013
    • Introduction to Acting and Dramatic Art

University of California, Davis, CA

  • Graduate Teaching Assistant, instructor for Drama 10, Fall 1983, Winter 1983, Spring 1984, Fall 1984, Spring 1985
    • Introduction to Acting and Dramatic Art