Teaching philosophy
I have never taught two sections of a class exactly the same way. I do not rehearse a perfect lecture; instead, I prepare by outlining learning objectives for each class. I then, set strategies to meet those objectives considering that each class includes a distinct group of students. Students bring to class their unique personalities, values, believes, skillsets, learning styles, and a wide range of interests. This diversity reflects the demographic composition of the class including students from domestic and international origins; from urban, suburban, and rural areas; most young, but some non-traditional; and of all races and gender identities.
By focusing my teaching on relevant applications, I aim to get students interested, excited, and motivated to prepare for their professional career. This can be challenging under the heterogeneity conditions described in the previous paragraph, but also because what students want from a class may not match class’ objectives. Are not we happy when getting what we want, but not so much when we do not? Typically, students take a significant number of courses required to get a degree. The set of required courses for a major is determined, among other things, based on workforce needs and not so much from student’s wants. If given the choice, students would not select many of the courses required for their degrees. I believe this occurs because of a couple of reasons. The first one is that students form their course enrollment preferences not necessarily knowing course’s content, relevance, or importance for their future careers. The second reason is that student’s preferences may be influenced by a focus on grades, explaining a preference toward “easy” courses. University’s focus however is on providing students with a broader understanding of the world (universe) as well as on providing knowledge and skills demanded in the workforce. Understandably, what students want to get or learn from a class may not necessarily match what is set to be learned in that particular class. I, at least, try to close the gap between student’s wants, university goals, and industry needs. I make students aware of industry’s needs; show them how the skills being taught in my classes match those needs; and I change student’s focus away from grades. I also invite students to see themselves as future professionals and leaders. I teach focusing on student’s development for the workforce.
My classes are resource rich. These resources are well organized and accessible through an appealing Learning Management System page. I choose modalities, methods, and educational technologies that are consistent with evidence based pedagogies, best practices, and to enhance the classroom experience. My lectures are well structured accommodating time for important announcements, outlining class’ objectives, and reviewing previously learned materials. The lectures then move to introducing class’ concepts, presenting their relevance, and developing them to hands-on applications. As much as possible I encourage student-to-student engagement, especially while applying the concepts in class. Each face-to-face class ends with a “minute quiz” providing students with an opportunity to evaluate the lecture and provide feedback, reflect on what was covered, and ask any unanswered questions or for concept clarifications. The “minute quiz” counts as daily participation points for students, but more importantly it put students at the center. Their input guides the pace of the class, the development and design of curricular activities, and assessment content; evidence of flexibility in my teaching.
Assessments are fairly challenging, accommodating for diverse perspectives requiring critical thinking, and are integrative with scenarios showing practical developmental linkages and applications of concepts. The preparation for those begins in the classroom and is supported with resources provided weekly. The type of assessments I deploy vary by class subject. As much as possible, I incorporate in-class participation in my grading methods. Labs are often present in my classes; these are great for Excel learning, demonstrating practical applications, working on practical scenarios, and writing. In some classes, there is group work involved to develop student’s ability to collaborate and lead.
Whenever possible, I incorporate projects that meet class-learning objectives while accommodating for student’s interest. Here is an example, in my Applied Macroeconomics class, students work on a project where they search for their occupation of interest outlook published by the BLS, but they also search for a set of macroeconomic variables for a U.S. state they select. They are guided through the data search process while engaging with government agency reports and data search tools typically used and discussed professionally. They are able to compare the selected state data with Missouri’s data. Students also learn from each other as they share their findings either via a presentation or discussion forums.
Other typical assessments in my classes include weekly online quizzes (or online homework), unit exams, and an optional comprehensive final exam to make-up exam scores. Online quizzes serve as incentives to engage with the concepts and applications. Their settings include question randomization from test banks, no back tracking, plenty of time to complete, and a couple of attempts counting highest score. These settings are strategically employed to support academic integrity, allow for exam practice, but also to help students in establishing study habits and de-stressing. The option to take a make-up comprehensive exam aims to remediate unmet learning outcomes while offering an opportunity to improve student’s grades because I know students stress about grades.
Lately, de-stressing students has become a more important objective in my teaching. Perhaps because adjustments imposed by the pandemic were, in general, stressful. Also because I am aware the pandemic is not the only source of stress. Throughout my career and personal life, I have witnessed other factors affecting class’ performance including uncontrollable events related to social injustices, being discriminated against, grievances, economic hardships, and the list goes on. More than ever before, I advocate and strive to provide a healthy class environment that is supportive, inclusive, and collaborative. Since day one, students are informed of how to contact or meet me, who to contact if not me, what are institutional or external resources available to them, as well as all class rules, due dates, make-up policies, where I can and cannot be flexible, grading rubrics, processes, classroom conduct expectations, academic integrity rules, etc. I encourage students to interact with each other and invite them to build a healthy student-professor relationship.