Image by Al Hurley

What sculpture is to a block of marble, education is to a human soul – James Addison

My teaching philosophy is a dynamic one and is centered on two foci: transformative learning and inclusive education. It is dynamic because it depends on my transformative learning as I (a) engage with my students; (b) read the literature that entails novel and proven effective teaching concepts and practices; and (c) discuss with my colleagues about my experiences. It rests on inclusive education because I believe students with diverse educational needs can learn once they are provided with the appropriate resources. A snapshot of my teaching is like a photograph that illustrates the time and place, and the ways in which I interact with my students which can appear captivating, or simply unappealing. These static elements are the individual brush strokes on a canvas. When looked at in its entirety, a fascinating and intense painting emerges – my learning is transformed as my students discover their capabilities with new knowledge mediated by personally relevant symbols and tools.

Given my artistic metaphor, transformative learning and inclusive education encompasses three core components:

  1. The Active Reds – Social
  2. The Fertile Greens – Cognitive
  3. The Voluminous Blues - Evaluative

 Addressing Cultural Divides through Writing and Argumentation

Purpose

This class is called Addressing Cultural Divides through Writing and Argumentation. I designed this class to teach students how to strengthen aspects of their own identity through targeting their abilities to write a coherent argument. The paper that the students write are based on topics to which they are intimately connected. Thus, the content of the paper continually substantiates what they can do. My tutelage begins in translating their content into an argumentative structure. Their abilities spring from the folds of the core competencies addressed in the learning goals below. When they are encouraged to identify and enhance their own abilities, they eventually understand and gain the confidence to distinguish themselves literally in writing and culturally from others in their contribution to the greater whole. The ‘greater whole’ are all those other persons (that they find in the research literature) that either agree or disagree with their stance on the topic.

Research Methods and Statistics

Purpose

This course reviewed basic research methods and statistics learned in undergraduate study, with a focus on qualitative research designs (case studies) and quantitative research designs (true experiments and t-tests and ANOVA). The course assumed that students had some basic knowledge on research methods and statistics, but may not have had experience in practicing these techniques in an experiment. Therefore, as a class, we conducted a class project that followed a research circle, from generating a research question,to conducting a literature review, to forming testable hypotheses, designing experiments, collecting data, to analyzing and interpreting the data. In addition to the class project, students were also expected to design a study to test questions that were of interest to them. Toward the end of the semester, they were required to write a research proposal using the techniques they had learned throughout the semester.

Image for Social Psychology

Purpose

This course is designed to provide an overview of social psychology and to discuss applications of the material to your everyday life. Research related to cognition, attitudes, persuasion, conformity, dissent, and the power of group situations will be discussed. We will also focus on interpersonal processes with special attention to both pro-social and anti-social behaviors.

Quarterly Quote

"The individual has always had to struggle to keep from being overwhelmed by the tribe. If you try it, you will be lonely often, and sometimes frightened. But no price is too high to pay for the privilege of owning yourself." ~ Friedrich Nietzsche

"I do take my work seriously and the way to do that is not to take yourself too seriously." ~ Alan Rickman

"We categorized, labeled, and measured ourselves and then made a niche to match. The niche became our boundary, so that our aim became filling niches instead of fulfilling our lives." ~ Virgina Satir