The greatest gift is not being afraid to question.
Ruby Dee
Teaching Philosophy
It is my purpose to guide and be guided by students throughout our collective quest for knowledge and a positive end result. This positive outcome may take the form of a good grade, a better understanding of the subject matter, or the active application of a concept which improves their lives. Ultimately, we will always be moving forward together. I urge students and myself to think critically of not only course materials but also of the world and to intentionally chose critical examination. It is my responsibility to help students develop the skills necessary to become productive members of society.
My goal is to educate the whole student. I strive to do this by meeting the students where they are, being open, honest, and available to them above and beyond course content. While all communication concepts can be applied to both professional and social situations, I believe that as a result of my concentration in health communication research, I have the unique ability and responsibility to directly improve the physical, mental, and social health of students in any course. These physical and mental changes develop through processes such as leading students toward meaningful speech topics which interest them, but also serve to educate the class; for example, giving a demonstrative speech about the mental health resources on campus or a persuasive speech on the necessity of advocating for yourself and your family in a healthcare setting.
Health can be improved additionally through student involvement in community-based interventions such as trainings for caregivers where they interact with course materials and the community which in turn influences their attitudes, values, and beliefs. I foster social growth by utilizing relevant examples from the Memphis community as well as marginalized communities which the students’ may not otherwise encounter. I urge my students to reach outside of the comfortable and allow for these experiences to shape and transform their worldviews. I encourage difficult conversations both in and out of the designated class period and have an open-door policy and a safe space for students to share their questions, comments, or concerns about the course or their lives. Moreover, I will continue to disclose my own transformative experiences as they relate to these conversations and we will create new experiences as we search for knowledge together.
Despite the extra time and emotional labor it requires, I always take an extra moment for a student in need and model empathy. Our campus community contains many members who face difficult circumstances outside the classroom. Students work multiple jobs, take extra courses, and face numerous challenges as they attempt to support their families and achieve concurrently. This requires they make sacrifices in their professional and social lives which may not be apparent on the surface. These sacrifices could be anything from skipping a meal to sleeping in their cars to working overnight shifts resulting in only two hours of sleep before attending courses. However, a little support can go a long way. I practice this through creating fair alternatives for missed assignments, being available through several channels, or simply listening to a student who is struggling. Caring is contagious and reminding students and instructors to practice kindness can cause a beneficial ripple effect throughout the campus community.
I believe instructors should aim to create a better educational environment for all members of the campus community regardless of age, gender, race, socio-economic status, geographic location, or sexual orientation and do so at both the individual and university level approaches. In addition to supporting my students, I will empower them to support each other and their communities. From oral communication to health communication courses, the use of relationship building group activities serves to foster student connections, which can develop resources extending beyond the student and into their networks. These resources only strengthen the potential for student success as research has shown that students who are supported achieve more academically ranging from increased participation to faster graduation timelines.
Through the integration of topical, real-world examples, attention to the whole student, and emphasis on community involvement, I do everything in my power to help my students to achieve their goals and grow into the version of themselves they desire to be. I feel consistently lucky to be a member of the campus community at the University of Memphis and could not imagine a world where I did not have the opportunity to support, share, and learn with my students every day.
My goal is to educate the whole student. I strive to do this by meeting the students where they are, being open, honest, and available to them above and beyond course content. While all communication concepts can be applied to both professional and social situations, I believe that as a result of my concentration in health communication research, I have the unique ability and responsibility to directly improve the physical, mental, and social health of students in any course. These physical and mental changes develop through processes such as leading students toward meaningful speech topics which interest them, but also serve to educate the class; for example, giving a demonstrative speech about the mental health resources on campus or a persuasive speech on the necessity of advocating for yourself and your family in a healthcare setting.
Health can be improved additionally through student involvement in community-based interventions such as trainings for caregivers where they interact with course materials and the community which in turn influences their attitudes, values, and beliefs. I foster social growth by utilizing relevant examples from the Memphis community as well as marginalized communities which the students’ may not otherwise encounter. I urge my students to reach outside of the comfortable and allow for these experiences to shape and transform their worldviews. I encourage difficult conversations both in and out of the designated class period and have an open-door policy and a safe space for students to share their questions, comments, or concerns about the course or their lives. Moreover, I will continue to disclose my own transformative experiences as they relate to these conversations and we will create new experiences as we search for knowledge together.
Despite the extra time and emotional labor it requires, I always take an extra moment for a student in need and model empathy. Our campus community contains many members who face difficult circumstances outside the classroom. Students work multiple jobs, take extra courses, and face numerous challenges as they attempt to support their families and achieve concurrently. This requires they make sacrifices in their professional and social lives which may not be apparent on the surface. These sacrifices could be anything from skipping a meal to sleeping in their cars to working overnight shifts resulting in only two hours of sleep before attending courses. However, a little support can go a long way. I practice this through creating fair alternatives for missed assignments, being available through several channels, or simply listening to a student who is struggling. Caring is contagious and reminding students and instructors to practice kindness can cause a beneficial ripple effect throughout the campus community.
I believe instructors should aim to create a better educational environment for all members of the campus community regardless of age, gender, race, socio-economic status, geographic location, or sexual orientation and do so at both the individual and university level approaches. In addition to supporting my students, I will empower them to support each other and their communities. From oral communication to health communication courses, the use of relationship building group activities serves to foster student connections, which can develop resources extending beyond the student and into their networks. These resources only strengthen the potential for student success as research has shown that students who are supported achieve more academically ranging from increased participation to faster graduation timelines.
Through the integration of topical, real-world examples, attention to the whole student, and emphasis on community involvement, I do everything in my power to help my students to achieve their goals and grow into the version of themselves they desire to be. I feel consistently lucky to be a member of the campus community at the University of Memphis and could not imagine a world where I did not have the opportunity to support, share, and learn with my students every day.
Reflection
While I am a young instructor, there are several things I have learned since I began teaching in 2015.
First, I have learned the significance of meeting students where they are. There are so many factors which influence a student's success and as instructors, we are not privy to all of them. By meeting a student where they are, instead of expecting them to rise without the necessary supports, we can address barriers to successful education.
Second, a classroom without diversity cannot be effective. Whether it is diversity of ideas, examples, or students, when everything is the same, no one learns. Through inclusion of diverse perspectives and giving a voice to typically silenced populations, we can become an educated and empowered campus community.
Finally, students should have agency in their own educations. My mother always told me, "no one cares about you more than you, except maybe me." Students often feel powerless and that they have no control over their educational journey. They care deeply about their success but oftentimes do not know how to channel this energy. By allowing the students to have self-efficacy in the classroom, they are more engaged and more likely to succeed.
Playing a role in my students' successes is not only a responsibility but a privilege. I have been lucky enough to personally witness student success outside of the classroom in occcuraences such as a previous student being selected to participate and win second place at the Osborn Speaking Competition, as well as having students stay in contact to share their acceptance to nursing programs or prestigious fellowships. I hope my students continue to take the world by storm and I promise to learn and grow as an instructor, indefinitely, in order to support them in that endeavor in every way that I can.
First, I have learned the significance of meeting students where they are. There are so many factors which influence a student's success and as instructors, we are not privy to all of them. By meeting a student where they are, instead of expecting them to rise without the necessary supports, we can address barriers to successful education.
Second, a classroom without diversity cannot be effective. Whether it is diversity of ideas, examples, or students, when everything is the same, no one learns. Through inclusion of diverse perspectives and giving a voice to typically silenced populations, we can become an educated and empowered campus community.
Finally, students should have agency in their own educations. My mother always told me, "no one cares about you more than you, except maybe me." Students often feel powerless and that they have no control over their educational journey. They care deeply about their success but oftentimes do not know how to channel this energy. By allowing the students to have self-efficacy in the classroom, they are more engaged and more likely to succeed.
Playing a role in my students' successes is not only a responsibility but a privilege. I have been lucky enough to personally witness student success outside of the classroom in occcuraences such as a previous student being selected to participate and win second place at the Osborn Speaking Competition, as well as having students stay in contact to share their acceptance to nursing programs or prestigious fellowships. I hope my students continue to take the world by storm and I promise to learn and grow as an instructor, indefinitely, in order to support them in that endeavor in every way that I can.
University of Memphis, Graduate Assistant Meritorious Teaching Award, 2019
Selected through a nomination process by the Department of Communication and Film, the College of Communication and Fine Arts, and the University of Memphis Graduate School, in 2019 this award was presented to only two out of 250 nominations for outstanding graduate teaching assistants.
