Philosophy of Education Statement.

My philosophy of education has evolved since I began teaching undergraduate student success courses as an academic advisor to my current approach educating graduate students at the masters and doctoral levels. It is now centered on the underlying assumption that higher education has fundamentally changed and so its approaches should include more rigorous pedagogy to reinforce the value of colleges and universities. To accommodate this need for academic rigor, my philosophy of education is also influenced by specific elements of foundational education theories and further informed by my own professional experiences (Chickering & Gamson, 1987; Rogers, 1969). These foundational theories are centered on student success and foreground the voices of the student as a learner.  

Rogers (1969) suggests that learning should be collaborative and social. In an asynchronous classroom or online environment, this can be in the form of group case studies, video pair role plays, co-facilitated presentations, or co-authored papers. Chickering and Gamson (1987) indicate that learning must not be isolated and competitive between individuals. Learning is deepened when one can share ideas with others and can respond to others’ contrasting or shared ideas through case studies, integrative theory capstone experiences, or intergroup dialogue. In order to be an inclusive educator, I also draw upon critical perspectives such as inclusive pedagogy (Tuitt, 2006), feminist pedagogy (Maher & Tetreault, 1994, 2006; Tisdell, 1995), and transgressive education (Freire, 1970; hooks, 1994).  

My approach to student learning is impacted by democratic learning (Dewey, 1936), transformative learning (Brookfield, 1995, 2000; Dirkx, 1998; Mezirow, 1991), and multiple identity development (Abes & Jones, 2013). My approach to course design, particularly for online education, is to humanize the student experience through “humanizing pedagogy” (Raygoza, León, & Norris, 2020).  Through this approach I believe that human connection facilitates a learning community within each course which, across a cohort-based program, eventually builds trust and reciprocity between learners (Combs, 1982). The core value to this approach is authenticity and reflexive “checking in” with students in your courses. Therefore, I attempt to facilitate reciprocal learning among my students and within their relationship with me as the course instructor. Reciprocal learning occurs within the informal learning space that is socially constructed between students and the course instructor.   

The interlocking of these themes serves as a foundation for my teaching and advising to include: (1) valuing students as active agents of the learning process; (2) recognizing the influence of sociopolitical systems on student life; (3) sharing and distributing power to students; (4) permeating active learning in the course; (5) encouraging deep reflection; (6) and inspiring social justice orientations. Using these philosophical tenets as meta-model approach, I seek to foster inclusive, encouraging, and academically rigorous learning environments where students can intentionally develop. I have high expectations for students and engage them in higher order learning. A review of my course syllabi reflects my approach to teaching and student learning.