Teaching Philosophy

As a teacher-educator and disability scholar, I strive to create an environment that provides students with tools to function as informed citizens and advocates for social justice. Along these lines, I believe that it is essential for my students to take the theories that they are exposed to in my courses and apply them in practical and meaningful ways. 

Christian R. and Mary F. Lindback Award for Outstanding Teaching, Villanova University

Award Recipient (2023)

Finalist (2020)

Semifinalist (2016)

Teaching Philosophy

As a teacher-educator and disability scholar, I strive to create an environment that provides students with tools to function as informed citizens, successful teachers, and advocates for social justice. I believe that it is essential for my students to take the theories that they encounter in my courses and apply them in meaningful ways. My teaching philosophy, therefore, is characterized by three main elements: creating an “ethic of caring,” developing an understanding of disability, and advancing instruction through course/program creation, reflection, and adaptation.

Creating an “Ethic of Caring.” When working with students, I aim to foster an environment premised on an “ethic of caring.” As Noddings (1988) explained, an ethic of caring is grounded in a moral orientation to teaching. Educators who work within an ethic of caring value student voice and recognize the potential for the mutual growth of the student and the teacher. In line with Villanova’s core value of caritas, I draw on an ethic of caring to “use knowledge as a kind of scaffolding to help build the structure of love and understanding, which will last forever even after knowledge destroys itself.” I endeavor to create an educational atmosphere where my students are comfortable engaging with—and when necessary, pushing back against—their understanding of teaching, learning, and working with children.

Developing an understanding of disability. As a disability scholar, I believe that working with members of the disability community is as essential for my students as it is for me. Moreover, connecting to the disability community and seeking the truth in their stories directly aligns with Villanova’s core value of veritas, “a common dedication to the truth, [and] a common vision of the dignity of the human person.” Since beginning at Villanova in 2012, I have forged direct connections with groups on and off of Villanova’s campus. Students enrolled in my courses participate in partnerships that serve to connect course theory to real-life practice. Through these first-hand accounts, I want students to view disability as an intersectional social identity, not a deficit, and understand how disabled people are affected by ableism (prejudice toward and discrimination of people with disabilities). 

My teaching philosophy and related approach also align with Villanova’s mission to “respect and encourage the freedom proposed by St Augustine, which makes civil discussion and inquiry possible and productive.” Rather than shy away from critical conversation, it is the role of the educator to provide a space where students can discuss difficult topics. I facilitate a classroom environment that addresses these issues head-on through discussion and related assessment of student work. In my courses, I ask students to critically engage with their understanding of what it means to be disabled. For example, students are asked to go beyond merely discussing what it means for something to be “accessible;” they are expected to actively analyze their community through the lens of ableism and provide solutions to remove barriers. 

Advancing instruction through program creation, reflection, and adaptation. Through my engagement within the Villanova community, I found that numerous students were involved in activities, organizations, and service-learning experiences that connected them with individuals with disabilities. Since the University did not offer an academic hub where students could contextualize these exchanges and provide an opportunity for academic discourse, I constructed several disability-related courses and, most recently, created and implemented the Disability and Deaf Studies Program within CLAS (interdisciplinary minor). In alignment with the University’s Strategic plan, the program presents an opportunity to “foster a diverse, equitable, and inclusive community,” by raising disability awareness, addressing disability stigma, and presenting disability as a marginalized identity and Deaf people as a marginalized linguistic community. Notably, the program has attracted students from across the University. Given that all Villanovans will encounter disabled people, be it professionally or personally, it is my obligation to provide these students with the knowledge and skills that will prepare them to function as allies and advocates in their chosen fields. 

Pedagogically, my work is informed by the principles of Universal Design for Learning (UDL), which is "a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn" (CAST, 2023). Through UDL, I provide students with choice and voice and proactively consider educational, physical, and social/emotional barriers to their learning. In exchange for my preparation of course content, I expect my students to come to class ready to engage with the given material. My courses involve reciprocal conversations and activities, as I believe they function to further emphasize class content and promote shared learning. 

Finally, I consider myself to be a reflective practitioner, as I think deeply about teaching and work diligently to strengthen my pedagogy. My ongoing work with Intergroup Relations (IGR) has provided an opportunity to reflect on and enhance my practice, and I have co-facilitated IGR sessions on Race, Gender, and Disability. IGR has served as a critical touchstone, as it has provided me with theoretical tools and practical activities that I now bring to my classes. 

References: 

CAST. (2023, February 6). About Universal Design for Learning. CAST. https://www.cast.org/impact/universal-design-for-learning-udl 

Noddings, N. (1988). An ethic of caring and its implications for instructional arrangements. American Journal of Education, 96(2), 215-230.

Associate Professor of Special Education, Villanova University (2019-Present)

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Courses Taught & Developed: 

Assistant Professor of Special Education, Villanova University (2012-2019)

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Courses Taught & Developed:    

Adjunct Professor, Graduate School of Education, University of Pennsylvania (2009-2012)

Courses Taught & Developed: 

CHRISTA S. BIALKA

Department of Education and Counseling

SAC 360

Villanova University

800 Lancaster Avenue

Villanova, Pennsylvania 19085

christa.bialka@villanova.edu