1. TEACHING PHILOSOPHY
Though perhaps cliché, it is my conviction that university education should be about the development of a variety of skills, intellectual and professional, as well as personal growth and maturity. As an instructor it is my responsibility to stimulate the interest and enthusiasm of students, regardless of their background or primary area of study. To this effect I utilize a variety of techniques, including media sources, in-class debates, simulations and guest speakers.
Media outlets frequently provide excellent sources of information to complement assigned readings and class discussions. Some examples of what I have used include a PBS series on comparative labor and social policies, CNN specials on crime, and National Public Radio interviews with military officials. In every class I have taught I have also included sessions where students debate each other on a given topic. This is particularly enlightening for students when they have to research and argue a position they either know little about or would normally oppose. Having constructed a course around the European Union, and then led students in several national and international simulations, I have come to use even short role-plays in class to stimulate students and engage them physically and mentally. In my experience, and my student evaluations indicate such, using different techniques and multiple sources help students understand and retain material more effectively.
By probing students for answers you make them systematically work through tough issues and concrete problems. In my experience this leads not only to a better understanding of the issue or topic at hand, it also serves to improve their analytical skills as well as their confidence in their own ability to address questions or solve problems. My own experience as an undergraduate at a culturally and ethnically diverse institution made it very clear to me that diversity is a strength to be utilized. A diverse student body can contribute greatly to discussions, often raising the standard of discourse, contributing to enlightening and rewarding exchanges. I make use of this by eliciting information from students on their different experiences and views so as to create an environment of inclusiveness in the classroom.
I also draw upon my experiences as an elite runner in stressing the importance of setting goals, planning ahead, and staying focused. Adhering to these principles, whether a student or faculty, requires practice, but they are crucial to academic success; they help prevent unnecessary stress and improves one’s quality of work. This fits with my determination to teach students how to think independently and engage in critical evaluations. Demanding course requirements benefit student work and contributes to a better learning environment. Emphases on high standards with expectations of rigor, timeliness and attention to detail signified my own undergraduate and graduate experience, and I am convinced of that people rise to expectations.
I do not seek to persuade others to adopt a particular perspective. Instead I try to guide students and provide them with the analytical and practical tools necessary to access, understand and use information critically and effectively. Hand-feeding information is counterproductive, as is rote learning of facts and figures for examinations.
Teaching is also about staying current, keeping abreast of the latest developments in policy and theory, then passing these on to my students. We live in an ever changing world, as true of politics as other more technology oriented fields, and thus course readings should reflect a wide variety of perspectives and cultural origins whenever possible. This means the readings should include both classical and more theoretical works, as well as contemporary and cutting-edge research. The importance of relating history and historical findings and events to current events is fundamental to understanding in every field of study. The balancing of new and old, of taking timeless ideas and ideals and placing them in a contemporary context is in my view extremely valuable.
Though my undergraduate and
graduate emphasis has been political science and international relations, I was
trained by sociologists in social research design and methods, and I have
benefited from courses in sociology, history, literature and art. This
interdisciplinary approach is also dominant in the