teaching Philosophy

Effective teaching and learning occurs in a student-centered, accessible, and inclusive learning environment that provides ways for students to improve their knowledge of the field of practice (comprehension), apply learning in authentic, real-world ways (application), improve the ability to ask, find, or determine answers to questions derived from curiosity about everyday experiences within the field (literacy), and be able to relate and apply principles and techniques to professional studies and expansion of networks (professional connections). Further, I recognize students as individuals who bring a myriad of diverse perspectives and backgrounds, experiences, knowledge, and challenges to the learning environment. Recognizing these factors means teaching students uniquely, not equally. My teaching philosophy is driven by six key elements:

• Student-centered and accessible by all

• Flexiblity, clarity, and focus on student wellbeing

• Promoting equity, diversity, and inclusion

• Authentic and connected real-world outcomes

• Innovative

• Collegial and collaborative

Commitment to Diversity in teaching

I strive to create a learning environment that supports a diversity of thoughts, perspectives, and experiences; and honors your identities (including race, gender, class, sexuality, religion, ability, etc.). To help accomplish this, I have integrated a diverse set of experiences and readings to help develop a more comprehensive understanding of research. If any of our class meetings or due dates conflict with your religious events, please let me know. I ask that all students work with me to create a welcoming environment that is respectful of all forms of diversity, including diversity of parenting status, recognizing that there may be times when colleagues may need to “bring” children to class. I (like many people) am still in the process of learning about diverse perspectives and identities. If something was said or written in class (by anyone) that made you feel uncomfortable, please talk to me about it.

Clemson University Courses

Human Resource Development, M.H.R.D.

[1]   HRD 8600 Instructional Materials Development (online) Syllabus Link

[2]   HRD 8800 Research Concepts and Skills (online) Syllabus Link

[3]   HRD 8900 Human Performance Improvement Instrumentation (online) Syllabus Link

[4]   HRD 8970 Human Resource Development Applied Research and Development (online) Syllabus Link

[5]   HRD 8490 Evaluation of Training and Development/HRD Programs (online) Syllabus Link

[6]   HRD 8450 Human Resource Development Learning Analytics (online) Syllabus Link

Human Capital Education and Development, B.S.

[7]   EDHC 3300 Introduction to Human Capital Education and Development (online) Syllabus Link

[8]   EDHC 4900 Directed Research in Human Capital Education and Development (hyflex) FA23

[9]   EDHC 3900 Seminar in Human Capital Education and Development (hyflex) FA23

Engineering and Science Education, Ph.D.

[10]   ESED 8880 Preparing for the Professoriate (hybrid)  Syllabus Link

[11]   ESED 8610 Practicum in Engineering and Science Education (online) Syllabus Link

Educational Leadership, Ph.D.

[12]   EDL 8850 Selected Topics in Educational Administration (hybrid) Syllabus Link

[13]   EDL 9550 Two-Year Colleges (face-to-face and hybrid) Syllabus Link

[14]   EDL 9910 Doctoral Dissertation Research (face-to-face and online) Syllabus Link

Educational Leadership, M.Ed.

[15]   EDL 7350 Educational Evaluation (face-to-face and hybrid) Syllabus Link

[16]   EDL 8390 Applied Research and Evaluation in Higher Education (online) Syllabus Link

Athletic Leadership, M.S.

[17]   AL 8440 Survey of Research Methods in Intercollegiate Athletics (online) Syllabus Link

Technical College Course

CPT 101 Computer Technology (online, face-to-face, and hybrid formats)