Dorilyn Hitchcock

First and foremost, I truly enjoy teaching. I hope that I will be most thought of for my enthusiasm for the subject matter and my love of the classroom. It is most important to be current and knowledgeable in the subject area. As Program Director and Clinical Coordinator, I must keep current in the technology because I am constantly scrutinized by my peers in the hospital setting. The clinical sites expect entry-level competencies from my MLS students, so I am constantly challenged to prepare my students to meet those expectations. My courses require extensive laboratory sessions and I have been fortunate enough to have a wonderful working relationship with many of the instrumentation companies who have graciously donated instruments and reduced service contracts to help me keep my student laboratory up to date. My students engage in a "health screen" day to collect, process and report-out laboratory results from start to finish. This gives the students first-hand patient contact, team work and work flow experience that is somewhat equivalent to what they will see in a true clinical setting. I prep all of my labs and have written the laboratory manuals with clear objectives so they know what to expect. Flexibility in delivery of the information is a critical factor. For some of my courses, I prefer a lecture format with the notes and slides available to the students on WebCT. In other classes, such as the Concepts in Laboratory Management and Education course, the students are much more involved in interactive learning. We role-play with the students interviewing me for a job and acting as laboratory managers. For the education part of the course, the students put together a presentation that can be used as a recruiting tool which they must go to a high school to present. These are wonderful way to prepare them for the professional environment they will enter upon graduation. Approachable yet firm are characteristics of a good educator. The student should feel comfortable enough to ask questions, yet aware of who is in control. Grades are not given but earned. Since many of my courses are now open to Molecular and Microbiology students who wish more of a clinical slant, the classes have gotten much larger but this has not altered the structure of my classes or my grading format. Each student is given written objectives for the class and clear rules for grading. My being a fair and honest role model will allow for excellent exchange of information and allow for growth of the student. Lastly, well prepared lectures and laboratory exercises are a must. Delivery should organized, neat and well spoken with enthusiasm. Laboratory exercises should be pertinent to the lecture material and there should be an apparent flow between the two. I take pride in the fact that I just don't tell the students what to do, I show them and guide them through the exercises. Enthusiastic, knowledgeable, approachable and prepared are all terms that I believe describe me in the classroom.

Jane Waterman

Science is like a big jigsaw puzzle, and each research project is like a piece of that puzzle. To get this message across to my students, at all the levels I teach, I try to bring science alive to my classes, show them that science is always a work in progress and that it is exciting. I think it is important to integrate my own research into the classroom, as research and teaching are synergistic activities, and I often use my own data to illustrate topics being covered in class. My philosophy is that even though the student may be taking my class to learn specifics about a particular topic in Biology, they will also leave the course with a greater understanding of how good science is done, how to design experiments and how to critically evaluate the evidence given to support or reject a hypothesis. Teaching such critical thinking skills not only helps students to evaluate what they are learning currently, but also provides greater self-confidence in their own reasoning abilities.  

My teaching methods emphasize active learning through cooperative discussion, and active student input during lectures. Learning should not be a passive activity, and students respond positively when they are encouraged to participate more actively in the learning process. Encouraging them to ask questions will help them develop scientifically because that is what scientists do, ask questions. Even in my large lecture classes, I use group discussion and one minute essays to stimulate critical thinking.  Promoting a more active classroom keeps students attentive, focused, and interested, which helps them to process and integrate new material. I also like to challenge students with the sort of questions that test their grasp of the subject at several levels of understanding. Giving students the chance to synthesize, evaluate, and integrate ideas and concepts at any stage of their university experience will help them to grow and develop intellectually.

Regardless of the course topic I am teaching, I approach lectures with a sense of humor and spontaneity. Motivating students to learn is my primary role as a teacher, and I work hard at this challenge.

Melody Bowdon

I have taught undergraduate writing classes for over twelve years, and the most gratifying aspect of my experience has always been seeing students make ethical use of the concepts and techniques that they learn from my classes in their lives as professionals and citizens. For me, teaching writing is teaching thinking, and the key to meaningful learning is making a connection between the classroom and the world beyond. For this reason, service-learning is central to my pedagogical approach. This form of experiential education invites students to work on class projects that benefit themselves and their communities through writing for and with people in nonprofit and government organizations and public schools. The work that my students have done in their communities in the past decade has repeatedly pleased and amazed me and I take great pride in being associated with their accomplishments. Students in my technical and professional writing classes have used their expertise to create computer manuals for organizations such as the Winter Park Day Nursery and United Cerebral Palsy. They've created grant proposals, brochures, websites, flyers, and other documents for a wide range of deserving groups. Through this process they recognize how much they know and how much their communities can benefit from their expertise. They realize that the smallest increment of their donated time can make or break a community project, and that no matter how much they know about the technical aspects of their fields, unless they learn to convey their knowledge to real audiences their training will never reach its potential impact. Service-learners in my Literature of AIDS course recognize that people with AIDS aren't characters in books but members of the worlds in which they live and work. They realize that it's not enough to feel compassion for people in an abstract sense or to hope for the best; it is their responsibility as educated citizens to take action. They engage in consciousness-raising events, fundraising projects and client services. Some creative writing students participate in writing workshops with people with AIDS and learn about the power of narrative to heal and to bring about change. Students in my literacy and environmental themed composition courses have served as mentors and teaching assistants at a local elementary school and have led recycling drives and held beach clean-ups. They have learned that as citizens they are responsible for taking part in public education and caring for the world in which they live. Students can learn about technically correct writing through a rules and regulations perspective by reading textbooks and executing hypothetical assignments. What they might miss out on, though, when creating projects read only by their professors and classmates, is the opportunity to recognize the connection between their training as computer scientists, accountants, and other kinds of professionals and the life of their community. Through service-learning, my students have the chance to make that connection and I have the ongoing opportunity to see how much people can accomplish when they're challenged to meet high expectations.

Cynthia Gundy

A college education is about preparing students for the rest of their professional lives. Indeed students must be taught the discipline's jargon, its decision making tools and how best to apply them as well as the underlying foundation on which those theories are based. But so many other critical lessons are key in this level of their development such as how to be an ethical, productive corporate citizen, how to take charge of and be responsible for their own successes (and failures) and most importantly how to learn. The importance of continuous learning is instilled in each one of my students. It is my hope that they leave this university with the conviction that their teaming has not just ended but rather just begun. Feeling as strongly as I do about continuous teaming, I find it critical to make teaming an engaging experience so that students want to take part; classroom learning must be a sharing process. If I can somehow replace their willingness to take courses simply because they're required with a true desire to learn, perhaps they will seek ways to continue doing so in their career. For the remainder of the semester, I provide my students a very challenging but fair environment in which they can-grow professionally as they learn to be successful Marketers. I push them to work hard, uphold the rules and hold them accountable for their performance, much like their boss will do and much like they will do when they themselves become leaders. It is important to use a variety of pedagogical tools and technologies so as to appeal to all students' teaming styles. It is also important to remain flexible from course to course, semester to semester and student to student. I also believe that if students think they will need something later, they will work harder to hold onto it today. As a result, I take a very practical approach to every class discussion, assignment and exam, always incorporating its real-world application. I look for creative ways to include lessons on the soft skills of business, such as business etiquette and the ability to effectively write and present ideas.

Seth Elsheimer

The job of a teacher is not only to present the material in a clear and organized way but also to show excitement and love for the subject. Much of what enticed me into teaching chemistry as a profession was the enthusiasm I sensed from several excellent instructors during my own education. I strive to bring that same enthusiasm to my students. Knowing the subject, while certainly essential, is not sufficient for a teacher or a student. Part of my job is to convince the students that the material is not only knowable, but also worth knowing. Students learn best when they are actively involved in the process. I believe in the Socratic method to help lead students to understanding. I rarely give direct answers to students' questions but rather tend to ask them questions in return in an effort to lead them along the path to discovery. I emphasize understanding over memorization. My test questions are designed to encourage students to apply what they have learned rather than just recite it. Although there are some basic facts and procedures that students must know, I consider it far more important that students have the skills needed to reason out for themselves the problems they may encounter after the course has ended. I believe most students can succeed under the right circumstances. That optimism is necessary to be an effective teacher. I like most students, and respect all of them. I believe that the student is ultimately the one who should be accountable for his or her own learning. As the teacher, I am there to guide, assist, encourage, cajole, and even prod. Convincing students to take personal responsibility can be as important as presenting chemistry when leading them to success. In summary, I believe an excellent teacher needs knowledge, enthusiasm, rigorous but fair academic standards, optimism, and respect for students and their abilities.

Mitchell Salter

The foundation for my teaching philosophy is to provide students with immediate tools to apply their knowledge. I agree with teachers of educational progressivism, such as John Dewey, who believe education should teach skills in real life activities. I require students to test their skills using a scientific approach during practice in order to develop a professional viewpoint. My biggest satisfaction with teaching is when a student receives recognition for demonstrating their skills and behaviors as a highly trained professional. Positive reinforcement in a challenging classroom setting propels the student towards skill mastery by encouraging repetition during extracurricular inquiry. I create an atmosphere that is energetic and fun with clear expectations for success. My enthusiasm to learn and participate in the learning of others keeps students engaged. Each student must actively choose their individual learning process, yet I feel all students possess common characteristics for successful learning. Every student possesses the necessary tools to master their profession, but first must step onto the path. I use my constantly evolving knowledge and training in a range of health care fields to challenge a diverse student body with unique academic interests. My favorite challenge is infusing the typically-viewed low performing student with intrigue and a responsibility to learn. Responsibility for learning is clearly placed upon the student, but I also feel educators have a responsibility to serve students. I believe teachers must be dynamic and not resistant to change in order to meet the individual needs of students. I encourage my students to use the class text, my experiences and their own encounters to surpass their ambitions and mine. Technology Statement I believe the responsible use of technology enhances student learning by creating an active and dynamic learning environment. I employ educational technologies that increase the students’ access to a range of current information by including web-enhanced learning in my classes. Technology, such as a web-based discussion board, improves communication in my classes by connecting diverse students from a variety of backgrounds and experiences. In-depth, more thoughtful discussion is supported by asynchronous communication while allowing self-paced learning. While the use of technology increases the available activities to students, I firmly believe in a patient care field technology should support not replace face-to-face activities for developing key relational skills.  

Kathie Holland

“Teach on, Kathie Holland! Teach on!” A student wrote this on a Student Perception of Instruction form, and it still echoes in my mind. There are six principles that provide the foundation of my teaching philosophy: Fan the Passion to Incite Action, Create Structure, Build Relationships, Model the Role, Be Humble, and Balance Rigor and Applause.

Fan the Passion to Incite Action: This refers to the passion, energy, and commitment I feel for my courses. The more I enjoy teaching a course, the higher my students rate their experience. As I walk to class I ask myself, “Why I am passionate about the chapter that I am about to cover?”  

I also incite my students to get excited about their own learning.  Start a business! Build a network!  Imagine a slam-dunk business strategy that will revolutionize an industry!  Become a “Great Manager”, and avoid becoming a “Bad Boss” like the avian flu! I incite action, fun and laughter, and forward movement.

Create Structure: Undergraduate students need a lot of structure through learning tools such as diagrams, grading rubrics, written instructions and grade sheets, sample papers from previous terms, and exam study guides. My assignments force students to be creative and innovative.  

Build Relationships: I am always a teacher, inside my classroom and elsewhere. I invite students to spend at least fifteen minutes with me in my office to provide me the luxury of getting to know and support each of them individually.

Model the Role: I endeavor to be a good role model of professionalism and leadership.

Integrate the Business Education 2010 Competencies of creativity, adapting to change (my favorite motto is that “I eat change for breakfast”), teamwork, communication, and diversity and ethical decision-making.

Be Humble: The only person I try to be better than is the person I was yesterday.

Balance Rigor and Applause: While I want my students to give me high instructor evaluations, I am not willing to make my courses easier. My main goal is for my students to learn!

Mihir Parikh

Teaching brings me a deep personal satisfaction that I am contributing back to the society, which has provided me with tremendous opportunities for professional and personal growth. I strongly believe that every one of my students also deserve the same opportunities. With this objective in mind, I strive to construct an environment in my classrooms that creates optimal conditions for knowledge development through active learning. In an increasingly global and competitive business environment, information technology I teach today might become obsolete tomorrow, but the underlying principles do not change. Thus, students have to learn to continue to learn even long after they graduate. Therefore, I see my role, as sowing the seeds of learning. Since I view teaching as a learned art, I consciously try to improve my teaching methods. I make special effort to individualized my teaching style to fit the student's learning style. Thus, teaching also helps me learn and continue to grow as I help students learn and grow. In summary, the key elements of my teaching philosophy are:

		MY PHILOSOPHY
Focus		Active learning
Environment		Cooperative and individualized
Emphasis		Knowledge development
Orientation		Student Domain Knowledge Enhancement
Method		Technology-enhanced interactive dialogs
Evaluation		Continuous feedback: Small, frequent
		quizzes and in-class group assignments
Student Motivation		Student generated - Intrinsic
Role of Faculty		Development and enhancement

Kenneth White

Formal education is highly correlated to national productivity and individual accomplishments. The skills that students develop help a nation’s productivity while at the same time reward individuals for their commitment to excellence. Teaching is, I believe, one of the most important endeavors taking place in our economy. All students have the capacity and desire to learn and succeed. Teaching is a partnership between the student and instructor. The instructor’s goal is to facilitate the learning process of students to allow them to master difficult concepts. Some students have the ability to understand concepts quicker. However, by presenting a concept, or topic, via different alternative approaches (intuitively, mathematically, using analogies, etc.) makes it possible for all students to learn. All that is required is a willingness on the student’s part to participate. I am in my 38th year of teaching at UCF and I have always valued my relationship with our students. It is my belief that the relationship between instructor and student should not one of advocacy as defined in our legal system, but rather as a consulting relationship helping students to acquire and master the skills and knowledge needed in today’s business environment.

Rani Vajravelu

My goal in teaching is to promote student success without compromising quality education. I use an interactive teaching style in all my courses, which range from large non-major to small-enrollment Honors and upper division classes. I create a learning environment that is mutually enjoyable for the teacher and the student. My students start out the semester expecting a traditional teacher-centered classroom, but eventually realize their responsibility and value as learners. I make my expectations and course objectives clear, and I outline the ways we, as a team, can achieve the goals for quality education. I ensure that I present a professional demeanor and follow the rules that I lay down for the class. I employ a variety of teaching methods to accommodate different learning styles. I involve the students by: creating learning communities; being enthusiastic about course content; allowing students to actively participate; and providing instant feedback to allow for corrections. I use humor and real-life anecdotes to spark student interest and to make my presentations intellectually engaging. I feel that teachers have the power to affect the lives of students. Besides disseminating information, teachers have the responsibility to create informed citizens and to prepare them for real future careers. Such an education should be a fun experience, not a burden, so students can leave the course with confidence and a deeper appreciation of knowledge regardless of their final course grade.

Costas Efthimiou

Physics and Mathematics have garnered reputations as extremely difficult scientific disciplines, accessible only to students with innate natural talent. In fact, although these subjects can be more abstract than others, an enthusiastic and devoted teacher can instill the excitement and awe of understanding of how the physical universe works through the powerful language of mathematics—an excitement that can energize students to approach physics and mathematics with unsurpassed dedication driven by their own curiosity. This is what leads to scholastic success, regardless of the difficulty of the subject matter. Therefore, I feel that the most important goals for a teacher are:

To expose the students to new ideas, impart new skills and generate excitement, motivating them to master the material.

To illustrate new ideas and develop new skills by analyzing as many interesting examples and applications as possible.

To communicate the new ideas with simple but exciting demonstrations that make a permanent mental imprint to which students can subsequently refer to harness the new ideas fully.

To give the students a framework for following up on these new ideas and skills, either on their own or in subsequent course work.

Cynthia Hutchinson

I am a follower of Leo Buscaglia who prefers the term "educator" to "teacher." He explains that "educator" comes from the Latin term, "educare," which means to tend or support the growth of another. That is the role I hope to play in the lives of my students. I am careful to follow A. Bronson Alcott's advice in Orphic Sayings, The Teacher when he cautions: "The true teacher defends his pupils against his own personal influence. He inspires self trust. He guides their eyes from himself to the spirit that quickens him. He will have no disciples." I discourage hero worship. I try to help my students be the best they can be. I have private conferences with every student, every semester, challenging their beliefs, questioning their goals, and encouraging them to become self-reflective. My students are my teachers. I am a consummate student. I attend classes, workshops, and conferences with the goal of being the best person I can be. I try to model best practices in my classroom because I believe in experiential learning. If students experience best practices they will be more inclined to use best practices. In the words of John Dewey, "education is not preparation for life; education is life itself.”

George Bagley

If there is a paramount object to teaching, it should be community. Community leads to confidence among my students that the course will be dynamic, will add to their own intellectual growth, while simultaneously ensuring that each point of view will be respected, all assumptions lying at the heart of the complex contract of teaching.   I look each term to cultivate a legitimate regard for all my students, a sincere desire to see them succeed in the course. If I really care about my students, if my concern for them is more than simple lip service, they will quickly discover this and invest themselves accordingly. This is particularly true in large classes where students can easily slip into anonymous oblivion.   I also seek in my classes to provoke. If I pose to students impotent interrogations of text material or the qualities or components of this or that particular principle, I’ve done little to promote their intellectual curiosity. Any learning will be mired in rote practice, discourse practically non-existent. If, on the other hand, I cause them to momentarily examine their casual convictions I’ve opened the door to critical re-articulation of those convictions. Most student responses begin viscerally, which is the perfect moment to help them appreciate higher dialectic thought, and since provocations, responses and discussion are very public, available to each member of class, one’s discovery becomes the unique product of exchange.   I know there are no perfect strategies for effective teaching. Each term, each new set of students demands its own unique considerations, and if I manage to lead my students toward intellectual curiosity and an understanding of the rewards of intellectual exchange, I discover within myself my own true potential to teach and learn, and my own reward for my small role in the exchange.

Ann Marie Whyte

My role as educator is an important component of my contributions to the University of Central Florida. Consistent with my goal of becoming a more effective educator, my teaching style has evolved considerably over the years. I recognize that students learn in a variety of ways and seek to create a rich environment that is conducive to student learning.   Methods of Instruction and Innovations I consistently strive for excellence in teaching by preparing carefully for each class, incorporating student feedback, and seeking to employ innovative teaching methods in the classroom. I aim to build a sense of community and belonging by using teamwork extensively in my smaller classes to solve problems and cases. I also integrate real-world applications into my courses. I believe that when students see the connections between theory and practice their interest in the course is greatly enhanced.   Professionalism and Respect for Students          I aim to demonstrate the highest level of professionalism in the classroom ranging from being professionally dressed to conducting myself appropriately at all times. I respect and care about my students and my genuine concern is apparent to them. My teaching style and personality put students at ease allowing them to interact with me freely both inside and outside the classroom. Students perceive me as approachable and friendly yet demanding academically.   Activities Aimed at Enhancing Teaching I believe that continuous improvement is an absolute necessity. To that end, I attend teaching seminars on a regular basis. I have attended the annual, week-long, summer conference sponsored by the Faculty Center for Teaching and Learning (FCTL) every year since joining the faculty at UCF in 1998. I have incorporated numerous techniques from these seminars into my courses.   Relationship Between Creative Interests and TeachingI have never subscribed to the false dichotomy that excellence in teaching comes at the expense of excellence in research and vice versa. I have always believed that teaching and research are complementary, and that my students learn more when I can infuse current academic research into my courses.

Kristen Schellhase

Be Prepared Plan lectures, labs and exams well in advance. The more organized the educator is, the more organized the student can be. The class syllabus should have a deliberate direction. All assignments should lead to further understanding of the material. Preparation includes making sure that the direction and evaluation of the class is consistent with the direction of the Athletic Training Educational Program.   Be a Leader An educator must be an effective leader of the class. Decisions made by the leadership should be based on the best interests of the students, while remembering that these decisions are not always popular with the students. Establishing and enforcing standards, even when difficult, will ensure that confusion will be minimized for future students.   Teach Building Blocks Students are capable of retaining a certain amount of information in any given class, and during any given semester. As educators, we need to evaluate the material that we teach. We must decide what information is considered the most important, appropriate for the student’s level, and feasible to teach in the amount of time allotted. Once this information has been taught, discussed and understood by the student, they will begin to ask questions that lead them to more complex information.   Be Creative The instructor’s creativity is key to keeping students engaged in the class. It is hard for anyone to pay attention for 75 minutes. The more engaged my students are, the more they will remember. I try to use things that are different from the traditional lecture format, specifically things that involve the student’s active participation.   Be Clear About Expectations - “No Surprises” Resist the temptation of trying to “catch” a student not knowing material. The point of an educational program is to educate, not to entrap. If we surprise them with pop quizzes, or change test plans unexpectedly, they approach the class “unarmed”. Students respond to positive educators who encourage them to be prepared and responsible for class material.

J. Blake Scott

Teaching is what sustains me as an academic. It fuels and, in turn, is fueled by my research in rhetoric, which emphasizes civic action, and by my community service. Some of the hallmarks of service-learning—active learning, problem solving, critical reflection, and civic engagement—guide my overall teaching philosophy as well. Like John Dewey, I believe students learn best by a combination of active experimentation and critical reflection. My courses typically challenge students to negotiate the dynamics of complex, real-world writing situations, situations that often require collaborative deliberation and problem-solving. Beyond wanting my students to be effective writers, I want them to embody Cicero’s ideal of the “good person speaking (or writing) well” about issues of civic importance. Accomplishing this goal involves more than teaching them writing skills or even reflecting on the ethics of their writing; it also involves challenging them to develop a stronger sense of civic responsibility and to view themselves as citizens rather than just consumers and corporate workers-in-training. I see my primary role as a teacher as facilitating and modeling ethical rhetorical action. Rather than simply imparting knowledge to students, I aim to develop knowledge with them. This is why my classes generally operate in discussion or workshop mode. This is why I often perform assignments along with students and share (and critique) my work with them.

Kristina Tollefson

I demonstrate a humanistic approach to teaching by modeling how to be a productive member of a learning community as I teach content, a lifelong aesthetic appreciation of art and theatre, and communication skills. My goal in exhibiting the behavior I ask my students to practice, including enthusiasm for the topic, self-discipline, respect for the ideas of others and adherence to deadlines, is to foster a positive learning relationship of trust and mutual respect. I accomplish this goal by keeping four objectives in mind. 1. Cultivate a safe classroom of honesty and respect. Learning happens best when students feel comfortable. I have equal respect for and confidence in the ability of all my students, and I employ several methods for communicating this respect and confidence. I learn and use my students' names to make it clear that in my class they will be respected and identified as individuals. I provide my students with a detailed syllabus and assignment guidelines for every class. There are no gray areas; they know my expectations and how to earn their grades. Clear definitions of plagiarism and cheating ensure my expectation of their academic honesty as members of the university learning community. Soliciting comments regarding my teaching on a daily basis and fulfilling those that do not conflict with my pedagogical objectives are easy ways to adapt to students' learning styles and reinforce my respect for them. 2. Make the learning process active, interactive and collaborative. Only when both professor and student actively fulfill their responsibilities can learning occur. Attendance, attention, and participation in class discussions and projects are essential. A professor can do much to accomplish course objectives, but students must also take responsibility for meeting objectives. Traditional lecture courses do not tend to inspire students to interact with the subject matter. To counteract this, I lead discussions arguing both sides of issues to help my students develop their own opinions and learn to think for themselves. I strive to create experiential opportunities in all of my courses. My students learn about the art, process, and people in class and then live those ideas through practical experiences. My collaboration with students on every design I do is a tangible way to bring their classroom experiences into reality in addition to building materials they can present as part of their portfolios. 3. Teach to a variety of learning styles. By combining discussions with course packs, guest speakers, videos, Web sites, small group discussions, and activities, I strive to teach to aural, visual and kinesthetic learners. Combining more than one modality increases my chance for successfully teaching every student. 4. Learn from your students and other successful teachers. Respecting student feedback and attending workshops and symposia on instructional techniques through university and professional organizations are essential aspects of my development as an educator. Each course I teach or workshop I attend provides valuable discoveries that become part of my syllabi, teaching philosophy, or style.

Regina Gresham

My responsibilities are plentiful as I seek to inspire my students with a desire to learn. I consider education to be invaluable. I find the establishment of a positive, caring learning environment, one that encourages students to "believe in yourself with dedication and pride" to be priceless. It is an environment that embraces one's self and the differences of others. It is where learning can and should be fun all while fostering critical thinking and facilitating the acquisition of life-long learning skills. I work to provide a classroom environment that invites all students to experience rewarding success. I know and understand that there are some specific invitations which students particularly need to receive in order to gain the most from school experiences, to have the most positive attitudes toward classroom learning with lessened anxiety, and to be motivated. Therefore, I use a variety of innovative, instructional techniques and methods to benefit all types of learners in the classroom. I work to provide learning experiences that offer quality and authentic content, provide multiple perspectives, involve mindful engagement and reflection, encourage collaboration, incorporate authentic assessment, and actively involve the student in the learning process. Finally, I create an educational culture that summons and empowers everyone involved to become lifelong learners by setting high expectations, demanding quality work, and having fun in the process. I believe that it is important to be consciously aware of the theory behind what I teach and the way that I teach. I think that it is necessary to be aware of the complex interplay that exists between teaching, learning, and curricular theories in actual classroom practice.

Otto Phanstiel

I image myself as a co-journeyer, who walks with students through the key concepts of the course and challenges them to solve new problems using these ideas. Revising and creating new curriculum is necessary to prepare our students for their careers. Over the past three years I have worked with other faculty to facilitate the implementation of the interdisciplinary Ph.D. Program in Biomolecular Science and the Ph.D. in Chemistry. The challenge was to find a common thread to weave together an interdisciplinary curriculum for students with diverse backgrounds in chemistry, biology and molecular biology. Structure-function relationships were chosen as the focus of the core course. In this manner students can bridge from the atoms-to-the-animals using their understanding of biomolecular interactions. I also revamped Applied Organic Synthesis, CHS 6251, to illustrate modern synthetic techniques using organometallic reagents. This change empowers our graduates to excel in any environment requiring efficient organic synthetic methods. Research students are trained in modern laboratory techniques such as organic synthesis as these skills are necessary for their future employment. The training includes weekly problem-solving sessions, which help students to think critically about their data and lab techniques. In short, it makes them better scientists. Beyond providing a stimulating research environment, I assist students in achieving their full potential as evidenced by their matriculation into medical school or their obtainment of high paying jobs within the pharmaceutical industry. I believe in supporting Orlando's youth and have mentored local high school students and have judged local, regional and state science fairs. Perhaps, the most important outcomes from the students in my group are their numerous peer-reviewed publications and presentations and over $1M in acquired funding. Organic Chemistry requires specialized instruction because a new chemical language must be learned. Students must understand why things happen and be able to explain these chemical concepts to non-scientists. By providing a highly structured environment and cooperative learning methods, I maintain a high standard and expect exceptional performance. The best gift I can give UCF students is to empower them with the ability to write and speak intelligently about science.

Terry Thaxton

I am a teacher of creative writing, dedicated to UCF, its students, and our community. I am poet and essayist. My teaching, research, and service converge on writing a rigorous discipline and as an impetus for social change. My first priority is creating an atmosphere in which students want to learn the craft of writing. I want each student to not only learn the techniques of creative writing, but to develop self-confidence as a writer and to understand how writing connects us. I accomplish this by incorporating service into course requirements. Discovering one’s voice is powerful. I require students to take their classroom knowledge into the community. Art as service is vital for culture, community, and learning. When students apply their knowledge in the community and see one other person discover his/her voice, they have learned not only the techniques of craft, but have discovered the power of communication. Teaching keeps my writing fresh; writing keeps my teaching honest. I write because I have to. I teach because I know what language can do. Language educates and enlightens; language connects us.