TEACHING PHILOSPHY
I was inspired to embark on this path through my own transformative learning journey as a graduate student earning my Master’s Degree in Construction Management. Throughout the expanse of my educational journey - not only was I deeply motivated by incredibly accomplished professors, but perhaps even more passionately called to action through the lack of engagement from lackluster instructors (and my subsequent reflection on improving education). The ultimate spark beckoning me to teach was derived from heartfelt interactions encountered through my engagement and mentorship of undergraduate students who recently initiated their educational pursuit of construction. As a female, minority representative of a traditionally white male dominated industry, I witnessed how I could serve as an example and impact young lives by forging a non-traditional path in this field. I’ve learned to embrace my unique perspective within this discipline and integrate that into my teaching philosophy.
MY TEACHING PHILOSOPHY
The way that learning is organized within Construction Science and Engineering is currently undergoing an imperative revolution. While data-driven tests of theory and practice paved the way for centuries of advancement; exploration (and corresponding analysis on how we effectively learn) is beginning to shift the paradigm of education within this complex field. Teaching methodologies rooted in research analysis and situational interaction are beginning to emerge as powerful tools to incorporate alongside traditional deductive modes. While there is an irrefutable and inherent need for the long-established mechanisms, I welcome the acute demand for modernization. I’ve adopted the shift toward integrated teaching techniques into my approach.
As an educator, my goals are to:
Empower and edify students through positive, highly effective instruction.
Foster an inclusive learning environment where students feel a sense of belonging.
Take an active and genuine interest in students to establish a strong foundation through building rapport.
Create an open-minded safe space built upon mutual respect.
Develop custom learning exercises mindful of diverse student backgrounds.
Adhering to the principles of the Universal Design for Learning framework, my inclusive teaching methodology supports and celebrates the learning journey of students from all abilities and walks of life. I present students active opportunities to manage and participate in their own learning quest. Through backwards design, I remain aligned with intended learning objectives and overarching course targets by keeping student learning goals at the forefront throughout the organizational structure design process of lessons, lectures, syllabi, and courses. I support student comprehension by embracing techniques which capitalize on the positive benefits of the testing effect. I cultivate improved comprehension and retention by integrating strategies such as chunking to group knowledge concepts into digestible lessons.
I constantly strive for improvement and positive evolution of my teaching philosophy and practices through seeking invaluable feedback, reflection, and assessment from my students and colleagues. I utilize my extensive background in contemporary communication in user experiences to develop refreshing tactics that accommodate the progressive ways we have come to consume knowledge efficiently. I have great ambition to become part of the essential revitalization that brings my crucial industry into the future it’s destined for.