STATEMENT OF TEACHING PHILOSOPHY
Teaching is less about producing knowledgeable students, and more about training unique, confident, independent thinkers and self-sufficient learners. I do not intend to underestimate the salient nature of subject knowledge gained, however with the dynamic nature of the field of Public Health and the ever-changing needs of society, my primary goal is for my students to gain comfort in not always knowing or understanding a topic or technique and to build confidence in their skills, utilizing their available resources to learn and excel at any job. On the last day of my course, I hope that my students will appreciate e.e. cummings when he quoted, “To be nothing but yourself in a world which is doing its best day and night to make you everybody else means to fight the hardest battle which any human being can fight. Never stop fighting.”
In order to build this kind of confidence and uniqueness, I will exaggerate the need for practice as I want my students to understand that it is experience that makes one a master or expert in their field; class time will be spent analyzing and applying real world problems, while their time outside of the classroom will be spent watching pre-recorded lectures and reading related materials that are meant to prepare them for in class activities. I want my students to recognize that the information that will be covered during the course is solely an overview of a few important topics in Public Health. In fact, upon graduation, they will be asked to conduct jobs that entail topics and techniques never covered during their formal education. However, while independence is of primary importance in my classroom, I do not want it to be so coerced that it becomes a burden without skills gained. The classroom should be a less intimidating opportunity to practice independence.
I will provide the foundation required to understand outside sources, such as how to read matrix notation and important statistical and epidemiological methodology. I will also provide examples of the skills being used, such as how to identify and articulate the strengths and weakness of a research article, not in an effort to reduce creativity and problem solving skills, but to reduce stress levels and provide a sense of security for my students. Confidence and independence will be developed as students spend much of their time seeking out both formal and informal sources such as Google, YouTube, the library, and research databases in order to learn about topics in statistical methodology and health outcomes. Students will be required to present well-informed discussions to the class based on a provided rubric that will guide them in identifying important points that should be discussed. It will be required that they explore new methodologies, news updates, or topics in Public Health on a weekly basis. Group assignments will be assigned to help students practice working with others, preparing them for the team-oriented field of Public Health. Once per week, students will take closed-book quizzes on topics covered during the various discussions and lectures throughout the course. Furthermore a mid-term and final will be given to maintain the rigor of the course. Should students require additional help, I will be available via appointments and email where I will provide questions that invoke thoughts, ideas, and suggestions as needed.
My teaching style will alter based on the needs of students at varying stages of the course. While one group of students may do well with working on independent readings, others may need active group discussion or games to truly comprehend the same concept. Hence, while the general course will remain unchanged, adaptations will be made to accommodate such diversity. Similarly, while one approach may have worked well in the beginning of the class period, or the semester, a different approach may be required by the end. A one size fits all approach however, often proves unsuccessful in such socially and culturally diverse classrooms.
In order to attain amenable yet effective teaching and learning, focus will be placed on observation, reflection, communication, and adaptation. At four points throughout the course, students will be able to make suggestions or share what they like or disliked about my teaching persona and style via anonymous surveys or notes. In addition, a final more detailed evaluation will be done at the end of the course. Students will be encouraged to journal what they liked and disliked about each activity including challenging areas, identify their own learning strengths and weaknesses, and seek out ways to work with or around these weaknesses to grow as professionals.
Students will be provided a rigid syllabus listing course expectations and planned activity. I believe that a rigid syllabus is required to remain organized and avoid miscommunication throughout the period of the course. Furthermore, it serves as preparation for the students as lives' citizens. In every job, there will be expectations and rules that must be met to avoid consequences, and students need to be prepared for that. Also, such document serves to provide clarity and further explanation about grading and rigor of the coursework expected.
Overall, the field of Public Health thrives on unique and independent minds who are able to develop and articulate creative ideas. I believe that my approach to teaching with a focus on observation, reflection, communication, and adaptation to mold independent learners is important in the fight for self-identity. With lots of repetition in self-learning activities as provided in my courses, students will feel confident as they do their own research and start future jobs. At the end of my career, should I master the ability to teach my student how to learn, I will have succeeded in teaching them for a lifetime. Indeed, Lao Tzu articulated best, “…Teach a man how to fish and you will feed him for a lifetime.”