My Teaching Philosophy

My teaching interests focus on networked and social learning, specifically with regards to design, implementation, usability, and evaluation of emerging technologies for teaching, learning, scholarship, and professional development. From this domain, I have delivered training modules, instruction, and research seminars on how technologies are influencing and challenging education from K-12 and higher education.  I believe that social learning and open education course design engages my learners to participate in research, writing, and projects to support effective instructional methods.

In the courses I have taught, I have prepared both undergraduate and graduate students with strategies and knowledge on how to use social media to enhance their scholarship, supported instructional designers in implementing technology-enhanced learning and enabled practitioners to examine the use and implementation of online learning in varied contexts. My first-year seminar students (UGST 1000) have been encouraged to use problem-based learning to real-world applications and opportunities to help learn more about major/career options and reflect upon learning experiences from their first semester. My first-year doctoral students, in ATTD 6100, have been encouraged to engage in conceptual/theoretical writing and scholarly peer review using emerging technologies to support blended learning instruction (e.g. Google Plus Hangout peer review). In my current role as a Lecturer in the College of Information, I support both undergraduate and graduate students in the Department of Learning Technologies and Information Studies. I have contributed innovative strategies to improve the curriculum content, instructional design, and course delivery of classes each term. My experience in online, blended, and face-to-face instruction has permitted me to implement innovative approaches to for leveraging technology to advise students, offer technology-mediated learning environments, and prepare my learners with relevant experiences connected to occupational needs. Teaching from a distance for almost 3-years has offered me insights on how to support virtual teaming, collaborative projects, and online strategies to engage learners. In my application I have enclosed a copy of a new course I recently taught within the Higher Education and Administrative Leadership Program around the topic of learning technologies and higher ed called: HEAL 570: Leveraging Technology in Higher Education Environments. This course was recently designed added to this higher education program to help postsecondary administrators make decisions and identify impacts technology-mediated environments have on student services and learner support. This course required learners to understand the impacts technology would have with regards to institutional policies, campus culture, and innovative technology practices influence the higher education landscape for their work.

My teaching philosophy centers on technology-enhanced pedagogies that foster student–centered learning environments. These learning experiences are designed to be meaningful, engaging, and authentic. Ultimately, my teaching philosophy advises and is informed by my research interests and agenda. Online, blended, and face-to-face learning initiatives should be supported by pedagogies that foster real-world experiences, enable us to provide opportunities for fulfillment, and allow learners personally develop. In these learning environments, I see myself as the facilitator to provide challenge and support as students explore their passions, enhance their skills and knowledge, and become self-directed learners. I introduce and encourage my students to join online learning networks not only to find the value of these groups; however, to be active participants and encourage life-long learning opportunities. As learners engage in these networks they become contributing members of these communities of practice. I have supported connected learning through an online conversation on Twitter with hashtagscommenting on student blogs, hosting peer review on Google Docs, offering constructive feedback, offering manuscript writing workshops, and supporting student learning by holding in-person and online (Skype or Zoom.us) office hours.

As an educator, I attempt to model the value of networked learning experiences inside and outside the classroom. I demonstrate how online participation, as an open scholar, is critical and valuable in social learning networks. I strongly believe my examples of connected learning has not only enhanced my professional development, it has engaged my students to join the community of practice. For example, learners have participated in using the #EdTech hashtag on Twitter, joining the weekly #sachat for Student Affairs, or bi-weekly Academic Advising Chat (#AcAdv), and collaborate with early career scholars/doctoral students in the #PhDChat community.

To be an open and connected educator you have to be willing to share, reflect, and participate in a way that is accessible to your learners. I am a self-declared geek and a self-taught techie who has an enthusiasm for engaging others in online collaborative learning, and I reflect about my own scholarship by tweetingblogging, and presenting in social, digital spaces. I personally hold the view that being an open educator provides my learners and myself with common interests and valuable learning experiences, which is reflected in my own teaching philosophy and practice.


Instructional Experience

  • LTEC 3010: Personal Development (Fall 2014-Fall 2018)
  • LTEC 5440: Facilitation Strategies in Technology Training (Spring 2015- Fall 2018)
  • LTEC 4440: Advanced Instructional Strategies (Spring 2015-Fall 2018)
  • LTEC 4121/5121: Corporate Training Presentation Skills (Fall 2017 & 2018)
  • LTEC 6040: Theory and Practice of Distributed Learning (Spring 2018)
  • HEAL 570: Leveraging Technology in Higher Education Environments (2016)
  • LTEC 4470: Human Relations in Business, Education and Industry (Fall 2015 & 2016)
  • LTEC 4000: Principles of Training and Development (Summer & Fall 2015)
  • LTEC 4070: Leadership, Empowerment, and Team Building (Spring 2015)
  • LTEC 4121: Technical Presentation Skills (Fall 2014 & Spring 2015)
  • UGST 1000 – First Year Seminar– Major/Career Exploration (Fall 2011-2013)\
  • LTEC (ATTD) 6100 – Technological Innovations in Training & Development– Teaching Assistant (Fall, 2011 & 2012)


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