My Teaching Philosophy

During my appointment, I have taught every course level in the Chemistry Department. Although these classes have different curricula and populations, I approach them with the same teaching philosophy. I seek to create a holding environment in my classes that promotes a growth mindset. A holding environment is a space in which students feel safe enough experimenting with new and challenging material. Creating a holding environment allows me to: make the subject matter less daunting, develop students’ problem solving and communication skills, and teach with a derivation-led approach. I create a holding environment by setting clear expectations and encouraging an atmosphere wherein students feel safe participating. I begin by laying out a very clear schedule for the semester. To ensure that the content is delivered clearly, I present it in an outline format, make use of handouts, and post material to our online LMS. To make the subject matter less daunting, I present the content in a friendly and upbeat manner by using anecdotes and lighthearted analogies. In this way, I communicate to the students that while they should be challenged, they should not be intimidated by the material or myself. It is very important for me that my students recognize my cordiality towards them, see me as a support, and feel comfortable asking me for help. Throughout the semester, I promote student participation by taking the time to thank students who answer questions, and using “wrong” answers to spark discussions. To foster a strong community classroom, I make myself available with weekly office hours. I further contextualize the material by using experiential learning exercises such as in-class activities, demonstrations, and presentation or writing assignments.

I use the first day of class in each of my courses to set the tone for the entire semester by using demonstrations and activities to foster a community spirit in the classroom and get the students thinking about chemistry as an active presence in the world around them. I distribute notecards to the students and require them to return them to me during one of my office hours as a way of getting to know each other. Students fill in the notecards with information about themselves (e.g. name, hobbies) and tell me how they feel about starting the course. In this way, if a student is particularly concerned for their success, we can formulate a plan to work together. Throughout the semester, I encourage the students to connect their life experiences to the material by weaving their hobbies into the curriculum. On the first day of class, I also introduce the students to mind maps, a core part of my pedagogical tools. A mind map is an illustration used to organize information. I use mind maps extensively in all my courses to demonstrate the flow of topics. Each time I finish a unit I refer back to the mind maps and discuss our location. I truly believe, and am committed to, an inclusive classroom environment that is equitable for diverse populations of students.