Mitchell Salter
College of College of Health and Public Affairs
Health Professions

Year Awarded: 2008

Teaching Philosophy

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.