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.

Jane Waterman

Science is like a mystery novel; one looks for the solutions to puzzles. I try to bring science alive to my classes, to 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 data I have personally collected to illustrate topics being covered in class. My passion and enthusiasm for what I study and the research questions I address help excite students about class material. 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 interaction with and among students through cooperative learning, class discussion, and encouraging active student input. Learning should not be a passive activity, and students respond positively when they are encouraged to participate more actively in the learning process. I work hard to create an environment where students feel comfortable verbalizing their thoughts. 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 still use group discussion. When students can vocalize their ideas to a peer before the entire class discusses the topic, they are more confident in participating in the overall class discussion. Promoting a more active classroom keeps students attentive, focused, and interested, which helps them to process and integrate new material. Synthesis is important. Too often students see their courses as separate entities and do not put the pieces together in the larger puzzle of science. In classes like General Biology, where many non-majors students are required to take the course, I emphasize real world examples and relate what I am teaching to their lives. 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. The biggest compliment I have ever received for my teaching occurred last spring, when I had students attending General Biology that were not registered in the course. At first they attended because they enjoyed my sense of humor but some of them stayed because they enjoyed learning about biology. Motivating students to learn is my primary role as a teacher, and I work hard at this challenge.

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

Patricia Angley

Interaction with my students motivates me to find different and innovative classroom techniques, methods, and challenges to keep them engaged with their learning. I try to listen to them, hear what they know and don't know so that we can make meaning together as we read and interpret diverse and difficult texts. Sometimes they are resistant when texts come too close to a reality that frightens them or when I ask them to do research that involves more than just a cursory Google search. Theoretical texts confound many of the students. I tell them, however, that if they will give theoretical approaches a chance, their reading will change dramatically and they will read more critically, looking for and questioning the ideologies lurking behind the textual representations. One of my pedagogical approaches is to try to disrupt my students' complacency through an ongoing dialogue about gender, race, and class as represented in the texts that we read. I work hard to create an atmosphere of respect so that we can have honest discussions of the issues we see represented in the literature. We don't have to reach consensus, but we do have to consider other points of view. When the students tell me that they have continued their discussions outside of class or online, not because of an assignment but because they care about the dialogue we began in class, I am delighted. Active learning takes place in those moments. I feel successful when students leave my course asking more questions than they did when they arrived. I am convinced that by refusing to become complacent myself and by refusing to teach the same old texts over and over, I stay focused and excited about what we are doing in the classroom. My attitude affects them in mostly positive ways. The students seem to like to be there. For me, successful teaching involves active learning, meaningful engagement, critical thought, cogent writing, careful reading, collaborative assignments, respectful dialogue, global connections, diverse viewpoints, and concern for social justice.

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.

Lisa Smith

My philosophy of teaching and learning is multifaceted. My teaching environment is complex due to the fact that I teach in classroom and clinical environments. Throughout the classroom and clinical experiences I teach the information and critical thinking processes that the students will learn and demonstrate within their clinical environment. Critical thinking skills are developed in a multi-step format. Initially the students develop a fundamental knowledge base, building upon this foundation with advanced concepts of understanding the various disease processes, the potential consequences and interventions to prevent these consequences. The evolution of critical thinking skills evolve from this fundamental foundation, advanced concepts and clinical experiences. My responsibility in my role as a teacher is to assist the nursing students in understanding the many dimensions involved in patient care. My goal in both the clinical and classroom environment is to increase the students understanding of the relationship between the patient’s disease pathophysiology and their medications, treatments and laboratory findings. Emphasis is on the fact that knowledge of appropriate responses makes the difference between a poor outcome and an optimal outcome for the patient.

Lei Zhao

Enthusiasm is the key to the success of an engineering educator. My enthusiasm in engineering and teaching, which propelled me through many years of hard work in pursuit of knowledge and excellence, enables me to instill the same enthusiasm in my students and guide them towards a rewarding career in engineering. Good teaching can influence the life of many young students. There’s no other job that is more emotionally rewarding than teaching. The importance of personal attention I enjoy talking to my students, both in and after classes. In classes, I frequently ask questions and encourage questions from students. I always tell the students that “if you have a question, chances are there are other students who have the same question” and “there is no stupid question.” Outside of the classroom, I make every effort to make the students feel welcome at my office, even outside my announced office hours. The balance between teaching and research Research is another most important task for the faculty at UCF. Sometime juggling between teaching and research can be difficult, but I feel most of time these two complement each other in that good teaching helps me recruit talented student to do research for me and good research could become the content of teaching and greatly stimulate the students’ interest. By teaching large classes over the last few years, I had an excellent access to a large pool of talented students, some of whom I recruited into my research team.

Houman Sadri

Education is a tool for improving the quality of life. Education is not an end in itself but a process. My teaching philosophy is to encourage critical thinking, innovative problem-solving, practical application of theory, using technology, and tolerance of diverse ideas and cultures from an international perspective. To achieve these goals, I employ an interactive teaching style, which empowers students by encouraging them to contribute to the discussion of both familiar and unfamiliar topics and materials. My teaching goals are both to share my academic knowledge and experience with my students and to inspire and help them to become life-long learners. Active learning fosters academic success. When students take part in the learning process they learn more and retain more than when operating in the passive mode. Students learn through repetition. All college students can learn the material if they see it, hear it and/or read it several times Students will work harder and learn more if the course is relevant to their lives. I always emphasize how international and national issues affect us directly. Students learn more and are more efficient when given objectives. All my classes are given learning objectives and study guides which emphasize the most important points and then tests are keyed to those objectives. Students work harder when they feel that the professor cares about them. I make it a point to encourage attendance, learn my students’ names and give them prompt written feedback on all assignments and tests. I am a better teacher when I am engaged in research. When I do original research I am more up to date on the current literature and can do a better job explaining how international political knowledge is generated.

Claudia Schippert

At the center of my teaching philosophy is my commitment to challenge students to examine “common sense” knowledge and to think creatively from different perspectives in order to grapple with complex negotiations of religious, political, and cultural identities in different times and places. I ask students to identify their place in society and help equip them with what they need to create and organize a meaningful and engaged way of life. I create a community of learners who draw on intellectual curiosity, a passion for learning, and a sense of being authorized to take a stance. In challenging students, it is important to provide them with the tools and guidance to successfully take on the challenge. I seek to demonstrate to students that it is essential to be familiar with and conversant in one’s own tradition while also confronting different and difficult viewpoints, traditions, and interpretations. I try to help students develop habits of thought that are characterized by such integrity, commitment, and intellectual curiosity. It may not surprise, then, that I have found strong convictions – or even plain stubbornness – very useful traits in students. Devil’s advocates are also always welcome in my classroom. I find that learning is not confined to the time or space of scheduled class meetings. I do not expect to observe the “effect” of my teaching immediately or necessarily in my classroom. Often it takes time for some new tool or critical attitude to be relevant or to become sufficiently the student’s own to make a difference. Furthermore, students teach each other a great deal – be it in small groups in class or in conversations outside of class. I try to respect these processes and seek to provide the kind of intellectual stimulation and guidance that enable such ongoing explorations. I place great value on fair challenges and opportunities for transformation. Learning takes place, I think, when the learner stretches herself, expands former abilities, and reaches further than previously thought possible. I seek to teach tools for such critical growth and transformation.

Peter Larson

My foundation derives from the liberal arts tradition: knowledge of a specific subject provides the greatest benefit when part of a well-rounded educational experience. Regarding History in general, my emphasis is on learning to think historically: going beyond a simple “what happened?” to question cause, effect, and motivation. Students should learn not only to evaluate historical sources within the original context, but also to assess what historians have said and how they built their arguments as they did. The goal to construct your own interpretation. It’s like building a court case: you must sift through the evidence to discover who did it, but the process does not stop there; to win you have to construct and present a convincing case to the jury.   In teaching Medieval and Renaissance History, the challenge is not generating interest; Medieval and Renaissance Europe saturate modern culture through games, films, Renaissance Faires, the fairy tale industry, and even marketing ploys, and students want to learn more. This is both a blessing and a curse, as the “real” history is altered, simplified, or distorted. The challenge is encourage students to avoid dismissing these pop-culture renditions as “wrong,” and instead to engage with both “academic” history and pop culture to gain a greater understanding of both. By evaluating modern depictions alongside historical sources, students learn about the past; critiquing modern uses of the past aids students in understanding past and present, in that they learn how modern attitudes shape interpretations of history. This approach also hastens student engagement; while students coming into the class may be completely unfamiliar with Medieval or Renaissance sources, their comfort with modern media gives them an opening to leap into the class immediately.  In the long run, I hope that no matter what they choose to do in life, my students retain an appreciation of the past for its own sake and an understanding of how history changes based on present society, and the skills to view both critically from multiple angles before drawing an educated conclusion.

Humberto Lopez

If I were to encapsulate the most important principle in my teaching philosophy it would be that one must enjoy being a teacher in order to be a good one. I am passionate about education because I am a learner myself who believes that learning should be curiosity driven, active, and enjoyable, and should emphasize student self-expression. Our world needs minds to advance, promote, and preserve what humankind has accomplished generation after generation; engaging the students to prepare those minds for the ventures of tomorrow is one of the greatest challenges that could exist for an individual to pursue.

I also strive to promote cross-cultural awareness and appreciation in order to increase independent thinking. In addition, since education extends beyond the boundaries of the classroom, I empower students to face the challenges of life-long learning and it is with great satisfaction that I take them to conferences and lectures where they participate obtaining invaluable experience of the real world. My goal, and I convey this message to my classes, is for the students to succeed beyond their perceived capabilities.

While in class, I encourage students to read texts attentively, to record questions and comments as they read, and to consider the social, historical, and normative contexts out of which the text arise and out of which their own worldviews are formed. However, I must express that no amount of preparation can evoke the spontaneity which professors, such as myself, enjoy bringing to class. A fruitful debate serves the purpose of opening minds in new directions and gives the professor joy in having conveyed a grain of sand in the long process of education.

These ideologies would be impossible without developing a symbiotic relationship between professors and students, feeling empathy for each other’s realities, and achieving together a satisfactory outcome. With these elements present in the professor-student relationship, the environment can only prompt a revelation of thought to which I am wholeheartedly open. Learning, once again, is a never-ending experience and the aforementioned relationship is one that lasts a lifetime.

Ken Teter

Engagement is the key to education. In the classroom, I engage my students by establishing a dialogue with them. Instead of simply reciting information, I ask questions. Why is the CDC in Atlanta? Students are surprised to learn that the original goal of the CDC was to eliminate malaria from the southern United States. Historical and contemporary references thus provide my students with real-world links to the lecture material. Other questions ask the students to apply their knowledge of the class material. These questions focus on critical thinking skills and allow me to reinforce the major themes of the course. Critical thinking is also emphasized in my upper-division classes which present data from the primary literature as a way of enhancing the textbook lessons. This question-and-answer format inevitably becomes a dialogue, with the students asking most of the questions. As such, the students take ownership of the class and become active participants in the learning process.   Engagement includes hands-on learning; the best way to learn science is to practice it. I have accordingly sponsored independent research projects for eleven UCF undergraduates. I also established a Program for Undergraduate Research (PURE) within the Department of Molecular Biology and Microbiology. PURE provides a select group of students with a holistic experience that includes independent research, oral and written presentations of their research findings, readings from the primary literature, and discussions of research-related topics such as graduate school admissions. Assessment tools developed with the Office of Undergraduate Research and the Faculty Center for Teaching and Learning will be used to determine the effectiveness of this program and other avenues for undergraduate research.  Engagement extends beyond teaching and research. For this reason, I participate in multiple aspects of the UCF Summer Research Academy. During the academic year, I direct a “Career Opportunities in the Biomedical Sciences” seminar series. By generating additional interest in their field of study, I hope our students will be motivated to pursue an education that emphasizes conceptual learning over memorization. My lecture, lab, and extracurricular instructional activities are thus meant to provide our undergraduates with an exciting, holistic educational experience.

Kenyatta Rivers

Based on my academic training, my clinical experiences as a speech-language pathologist working in public schools and skilled nursing facilities, and the advice and guidance that I have received from mentors over the years, I formulated a "teaching philosophy" when I came to the University of Central Florida in Spring, 1996. It is: (1) to inform students of the theoretical and conceptual components of the field of speech-language pathology; (2) to expose students varying aspects of normal and disordered communication in children and adults; (3) to expose and demonstrate to students effective identification, evaluation, and management processes and strategies for children and adults with communication disorders; (4) to provide students with an array of practical experiences so that they can relate and apply the theories and concepts obtained through course lectures, readings, in-class discussions, small group activities, and clinic observations to "real life" situations, circumstances, and events; (5) to provide students with interpersonal skills for successfully interacting with people from diverse backgrounds and with diverse disorders; and (6) to foster a learning environment inside and outside of the classroom setting for students to become independent, creative, and responsible critical-thinkers and life-long learners. Although I clearly believe that teaching is an honor and a privilege, I also believe that it is a responsibility. An old African proverb says, "He who learns, teaches.” According to that proverb, the person who has had the opportunity to obtain an education has an unique responsibility or duty to give one to others. I am one of those persons. I was given an opportunity to get an extraordinary education at Lake-Sumter Community College, the University of Central Florida, and the University of Florida via the guidance and resources of a number of people and organizations. I am appreciative of all of their efforts. As a result, I have been (and will continue to be) dedicated and committed to offering the highest level of education to all of my students by maintaining the highest academic standards/expectations and the highest professional integrity. I frequently say in all of my classes that "One's destiny is oftentimes choice-driven. In other words, the choices that one makes in the present have a tremendous impact on where they end up in the future!” I firmly believe that.

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.”

Michael Strawser

Three goals that are central to my overall teaching philosophy are energy, respect, and edification. Energy: I believe that a good teacher should be dynamic, enthusiastic, and passionate for the subject, very knowledgeable and competent in communicating his or her knowledge. These are properties that I strive to emulate. I deem a class most successful when the discussion of the subject matter has become so intense that no one wishes for it to end, and that it resonates in the students’ and my minds long after the class has ended. Respect: All true education and edification (or Bildung, which captures the meanings of both words) is based on respect. There are several ways that I try to respect my students. First, in order to facilitate a more authentic dialogue, I learn the names of the students in the class, whether they are 150 or ten. Second, I respect the students' ability to learn by only reading primary philosophical texts. It is important to have high, but realistic expectations of the students, and through encouragement and instruction lead them to a level of learning that they may not have thought was possible. Third, I respect students by letting them have a significant voice in the class. This is done by allowing students' own interpretations of the course material initiate critical discussions (which can be achieved using a variety of methods), and also by carrying out an anonymous evaluation of the course early in the semester (usually after a month) so that appropriate adjustments can be made if they would benefit the students' learning. Another way of respecting students is by allowing them to cooperate and create the course content itself, which has been successfully achieved in my collaborative courses. Edification: I think a good teacher should be able to meet learners where they are at individually, and I believe that a good teacher should be edifying in both a Kierkegaardian and Rortyian sense. With regards to the former, one should start with a foundation of love or genuine concern for the individual learner. With regards to the latter, one should strive for authentic discourse or communication which keeps the dialogue going, open, in development. In general, I believe a good teacher remains open and is continually changing-as flexibility and variety are key factors in learning. When one strives to achieve these goals, not only will the students learn better, but the teacher will as well.

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!

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.

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.

Karl Sooder

Respect is a simple, but a very powerful and dynamic, life change-agent. Ideally, we demonstrate respect for our students, faculty /administration colleagues and community citizens through our personal demeanor, conduct and by our personal leadership both within and beyond the classroom. Respect is at the core of teaching effectiveness with the following process elements included: •Vision: encourage students to continually develop and pursue a life-changing self vision. •Empowerment: provide the democratic environment where students sense the freedom to grow, "to think outside-of-the-box," and develop analytical-creative solutions which are deemed as useful. •Innovation: to bring continual scholarly additions to the class by expanding beyond basic text materials, including the most recent research and data in the field. •Charisma: fully energize the class atmosphere through dynamic interactions, explanations and presentations. •Values: model the key contributions made to personal success and satisfaction made by solid values and good character. •Diversity- maintain a keen sensitivity to the manifold benefits brought to all of society by it inherent diversities (economic, cultural, international, etc.). •Accountability: provide challenges and assessments which are demanding but fair in which student growth and development must be adequately demonstrated. Clear benchmarks and guidelines are established. Consistent grading is maintained. Timely quality commentary and guidance are given. • Availability: be accessible to current, former and prospective/referral students for listening, information, guidance and counseling. • Privacy: recognize the utmost importance of maintaining student privacy and confidentiality. • Return-on-investment: recognize that students invest money, time and, hopefully, considerable personal commitment to courses. Provide them with a solid return that always exceeds "syllabus expectations." •Enjoyment: the mutual learning process is more productive when, in the end, all parties involved can truly feel that the process has been enjoyable. • Self-development: proactive involvement in professional activities including participating in faculty workshops (FCTL), developing course materials and making national contributions to the faculty member's teaching area and to its best practices. •Individual Differences: where appropriate, adapt to the various learning styles evident in specific class sections. As necessary, provide out-of-class assistance to certain students based on the need for differentiating learning. • Technology: incorporate technology into the course syllabus, in-class activities and course projects. •Passion: communicate a genuine love for the process of constant learning, mentoring and coaching as the ultimate source of student inspirations.

Kristin Congdon

Because I teach about art, film, aesthetics, and the humanities (with a focus on visual art), I feel blessed by having disciplines that make it easy for me to capture the attention of my audience. Everyone who can see, and even those who visualize only in their mind’s eye, can become engaged with images. The response is individual and cultural. As a teacher, it is my job to select a variety of images and pedagogical approaches to engage a student. Setting the stage or creating the context for each artwork has become increasingly important to me. I ask my students to engage in a dialogue with artwork in ways that answer questions relevant to them. This process often includes addressing topics that cross disciplines, involving issues of economics, race, class, gender, or one’s sexual or political orientation. Having a joint appointment allows me to engage in more than one discipline, an opportunity that has enriched my teaching experience in that I have been able to apply one disciplinary way of seeing to another. It has also placed me in a position that challenges me as I teach students from a variety of disciplines. Teaching students in art, film, philosophy, humanities, and digital media means I have to work harder at what I do, but it also means that I gain from each new experience.