Philosophy of Teaching

Teaching Philosophy

Andrew W. Bailey

Responsibilities:

Effective teaching involves the orchestration of many different tasks. While it is difficult to rank the responsibilities of a teacher into any static hierarchy, a teacher must be able to balance their responsibilities in regard to the context of their current position. As such, a teacher must often focus on the methods and material of their instruction, and on the outcomes based on student performance over and above their research agenda. Likewise, there will be times when important research receives priority over novel teaching methods, as this research could have powerful implications for the field.

Finally, a good teacher will do well not to neglect their responsibility of service to the practitioners of the field and to the local community. Effective teachers, then, are those who can balance the tasks of teaching, researching, and service with regard to the ever-changing situation at hand. As I strive to integrate these three elements, I count on my students, my colleagues and the institution to hold me accountable.

Expertise:

I believe that a teacher should be acknowledged as an expert in their field. Thus, I strive to continually challenge myself through rigorous research, professional affiliations, connections with practitioners, and through student discussions. My continued growth will serve to maintain my vision and motivation, which will manifest itself in my teaching, research and service. I realize, however, that my perspective is one of many, and hold that the best path to truth is through dialogue with others. For this reason, I strive to maintain positive relationships not only with colleagues within the field of recreation, but also with those of varying disciplines. The most profound discoveries are often made when looking through the “lens” of someone with a very different perspective. Outdoor Education has much to gain from the input of professionals in other disciplines and from current students who come to the field with a fresh outlook.

Of course, it is important to remember that professors are not merely colleagues and students are not only learners. I hope it is evident that I seek more than a professional affiliation with either group. In the end our efforts will be measured, not by how much research we have collaborated on, nor by how many students we have educated, but by the degree to which our efforts have improved the human condition. As such, I strive to establish a true relationship with other professors and with students that will encourage us all to work toward a better educational system, a healthier environment (natural and social), and a society of wise individuals.

Learning Environment:

Establishing such a relationship requires a very intentional learning environment. I always try to remember that my direct influence on students will involve a relatively short time period of their lives. As such, I base my instruction on a strong foundation of experiential learning theory, with a concept of how this relates to various disciplines, and how it relates to educational theory throughout history. This not only capitalizes on the learner’s own interest, but embeds within them the process of learning which can be applied to any environment throughout the lifespan.

Methods:

I have found several methods very useful in imparting both material and processes to students. First, I introduce them to major issues in the field. Specifically, these issues may be: Environmental degradation, Risk Management, Public access/ Public lands, etc. I often begin by introducing seminal works about these specific topics, then broaden the conversation to reveal how the topic is connected to ongoing debates in many fields of study: Environmental Degradation (business ethics, consumption), Risk management (Freedom, responsibility), Public access (Private property, equity & inclusion). Having broadened the topic, it is often beneficial to deepen the same topic by including stories from history that center around these concepts. In this way, the students understand the full complexity of the topic and see how it is connected to everyday life. The material becomes relevant.

Service Learning:

Regardless of how well academic topics are illustrated in a classroom, the material remains abstract until it can be applied through direct experience. Service learning is a pedagogic tool that enables the student to test conceptual theories in real-world settings. It can be used as an academic supplement (i.e. required service hours) or as an integral part of the curriculum (i.e. project-based). If used appropriately, service-learning can benefit the student, the school, and the community.

Research has provided evidence that service-learning can enhance academic performance and instill civic responsibility. Students become personally interested when confronted with real-world problems in need of a solution. Greater interest begets greater effort, thus leading to increased performance. In addition to increased academic performance and character development, service-learning imparts tacit knowledge, utilizes students as assets, and creates valuable networks for students who will soon be seeking jobs. These networks are not only valuable to the student, but to the school as well. By integrating service-learning into the standard curriculum, academia can overcome the “ivory-tower” image, breaking down the barriers between theory and practice. This process places the school at the social center, establishing it as a place where community resources are not just absorbed, but are returned with interest. Community partners are then more likely to invest resources in students and programs that prove to be mutually beneficial.

Measurements:

I judge my effectiveness as a teacher using two criteria: 1) Foundational knowledge of the field of experiential education, and 2) The degree to which my students have become free-thinking individuals, prepared to contribute to a diverse society. Foundational knowledge can be measured via traditional assessments such as tests, research assignments, and practical application in the field. Free-thinking is not easily quantified, but is evident in the creativity, originality, and acknowledgement of social responsibility exhibited in the students’ work. Assessment of this second criteria calls for a variety of measures that serves as material for my continued research agenda.

Several examples of experiential learning methods requiring critical thinking can be viewed in the videos on "Scholarship and Creative Activities", including ropes course construction at Rivermont Elementary, Outdoor Learning construction at Red Bank Elementary, and leadership training through Adventure Tourism. Students are regularly exposed to research methods, survey design and data collection through community projects, such as economic impact studies (Ironman, Climbing, etc.), park analyses (Hamilton County, Collegedale), and tourism analyses. Below, I have provided a few examples of the learning process, as well as other final reports from semester long group projects. Students are typically broken up into project teams, focusing on a smaller aspect of the larger project. I often take the time to merge all documents into one professional report for submission to community partners. Below you'll find:

  1. Group processing of visions and building plans for the projects that were also constructed by students for an outdoor learning area at Red Bank Elementary (video available on the Scholarship & Creative Activity page). The final video was also produced by a student group to document the experience.

  2. A report produced for Collegedale Parks and Recreation, to aid with their master plan. Students completed each section of the report in small groups and I assembled it for final submission. Students also aided with survey development & distribution through Qualtrics. This project was done in full cooperation with the Director of Parks & Recreation.

  3. A final report from Intro to Tourism, demonstrating the iterative process of a semester-long investigation of a local attraction. These projects required multiple revisions (based on my feedback), custom market analyses, and routine interaction with the local organization.

  4. Results of a Repeated-Measures ANOVA that we ran as a class in HHP 3060, on EEG data collected during a session on the impacts of nature on mental well-being. A manuscript on these data is forthcoming, but I always do my best to interpret the results with students, as it is powerful to see how environments impact you and your friends, personally.