Teaching Philosophy

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I use the philosophy that the student is my customer. I do what it takes to ensure the class is worth what the student pays for it. I add value by tying in real-world applications or experiences to the content of the class and discussing these topics with the class members. I make the most of face-to-face time with lectures and hands-on labs. The students are able to ask questions easily. If there are class development errors in answers on exams or homework, I correct immediately and make sure to correct in the appropriate places for future class use. I give both numerical and written feedback for student assignments.

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I never lose sight that the student is a customer; however, I also hold the student accountable for work completed. The student is not given a grade; a grade is earned.  I expect students to turn in homework and assignments on time. If homework is late, a late penalty applies. I had one online student comment that at first the late point deduction was annoying, but ultimately it made the student pay more attention to the class. He also mentioned that he appreciated me standing firm with regard to late assignments.

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I also believe in staying in close contact with the students. Whether student contact occurs via email, messages, instant messaging, or phone, I strive to respond within 24 hours or less, including weekends. This timely communication is especially important with online classes. In addition to answering student questions in a timely manner, I am very active in both the face-to-face and online classrooms.  In the face-to-face class, I will have a lecture that involves dialog between the students and me. In the online environment, I make sure that I am visible by participating in discussions and giving good feedback for assignments.  I believe that this activity promotes active student participation and learning.

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In my previous portfolio, four years ago, I stated that I wanted to assist the growth of the Information Security degree program over the next 5 years. The program has grown from being offered in 5 regions to being a true state-wide program. Students at any campus can take the program. We are now also a Center of Academic Excellence in Cybersecurity Education as designated by the Department of Homeland Security and the Department of Defense, and have had that designation now for six years. In the next five years, I want to continue to grow and build the Cybersecurity program and continue to assist in the development of Ivy Tech's School of Information IT programs.

 

I wish to be an instrumental part of improving the quality of online instruction through course development and mentoring, which will benefit our students who are moving more to that modality of instruction.

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Contemporary Thinking in the field of Teaching and Learning

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There are many thoughts around how teaching and learning are approached. I have not thought about how I teach in my classes as it applies to contemporary thinking. However, in doing some research, I find that I am in good company with the techniques that I use.  Authors Arthur W. Chickering and Zelda F. Gamson indicate that there are seven principles that need to be addressed in order to have a good educational experience.  They are:

1. encourages contact between students and faculty,

2. develops reciprocity and cooperation among students,

3. encourages active learning,

4. gives prompt feedback,

5. emphasizes time on task,

6. communicates high expectations, and

7. respects diverse talents and ways of learning. (1987, para. 4)

 

As you read through the remaining parts of this portfolio, you will see evidence that I address each of these seven topics. Another idea is that the course management software that is being used influences how a class is taught and learned. Lisa Lane states that course management systems such as IvyLearn “influence pedagogy by presenting default formats designed to guide the instructor toward creating a course in a certain way” (2009, para. 2).  This is evidenced in my instruction as I do utilize the capabilities of our course management software.  I have created my classes using the same methodology so that all of my students are presented with a consistent view of the class.

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Along with making sure that students are having a meaningful educational experience and that the class is presented in a clear, organized way, an instructor also needs to keep in mind the culture of the students that are being taught. What ages and backgrounds are in the classroom? Do I teach appropriately given the demographics of the class?  Some relevant research about cultural pedagogy was done by Gloria Ladson-Billings.  She states that “culturally relevant teaching requires that students maintain some cultural integrity as well as academic excellence” (1995, p. 160).  

 

Most of my students are capable with technology and especially the social aspects of this technology. My challenge is to work technologies such as blogging or social media into the classroom as a learning tool. For example, starting in spring, 2011, I have used various online technologies such as Skype (now GoToTraining) and Google Docs to engage students attending class from a variety of locations. We have used Google Docs to edit disaster recovery plans live during the class session. Today, in any of my face to face classes, I give the students the opportunity to connect remotely to class via GoToTraining. This allows students who might have car problems, aren't feeling well, or child-care issues to still be able to attend class and participate with the group.