Teaching
Teaching Philosophy
I have spent nearly seven of the past eight academic years teaching in a cadaver anatomy lab (2.5 years in University of Delaware’s KAAP 420/620 Functional Human Anatomy and 4 years in Brigham Young University’s Exercise Science 440 Advanced Musculoskeletal Human Anatomy) as well as various other courses (including UD's KAAP 425 Biomechanics, BYU's ExSc 363 Biomechanics, and BYU's ExSc 460 Orthopedic Impairments). This has allowed me ample time to establish a robust working knowledge of human anatomical structures, grow and refine my teaching techniques, as well as learn, practice, and teach human dissection. These experiences, in conjunction with workshops from University of Delaware’s Summer Institute on Teaching, and guest lectures I have developed and given during my time as a PhD student, have helped me develop my teaching philosophy, which focuses on three main concepts: 1) Encouraging motivation in my students, 2) Fostering critical thinking, and 3) Extending the learning process beyond the classroom
Motivation in the Classroom
In high school, one of my teachers started off the year comparing our education to driving a car. He told us to be a “front-seat driver” and take control of our performance in school as opposed to a “back-seat driver” who takes no responsibility and is frequently dissatisfied. This analogy profoundly impacted me and how I viewed education. As an instructor, I aim to inspire my students to be ‘front-seat drivers’ and encourage them to be internally motivated to learn via the use of active learning strategies in the classroom. Such strategies include small group discussions, think-pair-share, and write-your-own-quiz activities. Additionally, I am interested in using cooperative learning activities where small groups of students work together to achieve a specific learning outcome. Using these and other active learning techniques, I aim to inspire my students’ motivation to learn.
Critical Thinking
Encouraging students to become critical thinkers became a focus early in my teaching experience. As a result of the volume of content that must be covered, many classes, especially anatomy classes, are prone to rote memorization which rarely translates to deep understanding or long-term retention. By turning common questions such as “what is this structure?” into an exercise in critical thinking, students engage in class material on a deeper level, which will help them apply their knowledge to other areas of their education and future career. I will use problem-based learning approaches to foster this critical thinking. For example, in an anatomy classroom, I will focus discussions and exercises on injuries and diseases, their causes, and how anatomical structures are affected. By integrating multiple types of anatomical knowledge and demonstrating how it can be applied in future careers, my lessons will deliver the targeted content to the students in a context that promotes lasting anatomical proficiency while simultaneously helping to develop the student’s critical thinking abilities.
Learning Beyond the Classroom
Finally, I believe learning should not be restricted to the classroom. I plan to support the learning process beyond the classroom – both between class meeting times as well as after the semester’s final class. Coursework I assign will be designed to build skills that students will use in future classes and careers, as well as skills needed to responsibly consume scientific information. An example of this might be a small research project involving reliable sources, or an assessment of a science article written for the general public. One of the best ways to learn is to teach. In support of this philosophy, I plan to use student-led learning activities to empower students to become class experts on a given topic with the goal of teaching the topic to their peers. Increasing students' skill in scientific and technical communication in this way prepares them for future success in their professional endeavors.
