Statement of Teaching Philosophy

A. Mark Doggett, Ph.D.

 

George Kelly[1] wrote that all of us wear lenses ground by our life experiences. Each person has their own set of constructs and filters the world through these construct lenses. These perceptions are strong enough that they may distort reality. Perceptions tend to form truths. The challenge for teachers is to be perceived as part of the solution rather than part of the problem while persuading others to achieve beyond their perceived ability. It is critical for the instructor to clarify for students what they are capable of becoming and provide a clear set of expectations for student success. The successful achievement of that end requires the instructor to be aware of self, the environment, and have a set of guiding principles.

Deming[2] argued that knowledge cannot be created without theory and without theory there can be no practice or application that generates knowledge. Thus, if instruction is based solely upon pragmatic application, students are doomed to recurring trial and error based on recent experience. Conversely, if instruction is based solely on theory without practice, students gain conceptual insight, but fail due to a lack of tactical planning and detailed thinking.

It is my educational philosophy that teaching must incorporate both theory and practice within safe situations that encourage diverse perspectives. As such, cooperative learning, experiential activities, and theoretical discourse are all appropriate methods. In addition, Socratic methods can stimulate conceptual thinking and application to new situations. The instructor is not the sole source of knowledge. Alternatively, a facilitative approach may be useful in leading students towards conclusions rather than the pouring out of knowledge. Students are not empty vessels. Some in education refer to students as customers in post-secondary institutions, but I prefer to think of them as products. Most educational professionals would agree that the quality of the product reflects back on the institution that produced it. Therefore, successful graduates promote a university’s reputation and stimulate economic growth. It is my goal to continue to develop innovative curriculum and practice instructional excellence so that the graduate, the technological discipline, and the institution are viewed with distinction. The challenge is to improve one’s teaching skills continuously so that learners can actively construct their own meaning and control the learning process. This requires an environment where knowledge is created jointly using a collaborative process. The instructor and the student must take mutual responsibility for the learning.

My opinion is that courses on technology should be taught using technology whenever possible. Technology teachers should be using instructional technology extensively. Thus, my goal is to deliver courses using technological principles. I strive to make my courses paperless, whenever possible. All student work is assigned and submitted electronically using e-mail, Internet, or via an electronic learning management system. All course content is available electronically and students use a variety of computer software. Students submit all papers and examinations via computer and all written communications are electronic.

I also attempt to incorporate opportunities for hands-on learning. This type of learning can take place in the classroom or off-site in business or industry. I try to facilitate learning by introducing students to realistic environments that produce critical thinking. I want to contribute to student education via discussion and application to real-world situations. As the technology major is highly aligned with the needs of business and economic development, this approach is congruent.

It is also my educational philosophy that instruction should involve more than teaching content, but should also include the development of character. Students and teachers have an obligation to each other.[3] As a teacher, I have a responsibility to treat all students fairly and with respect. I must treat each student as an individual and manage the class in a professional manner. This may include educating students in what is appropriate behavior. I must prepare carefully for each class and teach only in the areas of my technical and managerial expertise. I need to be clear in my expectations and offer suggestions to students on how to be successful in their coursework. I am obligated to continue to improve my teaching skills through scholarly research and provide accurate feedback on student performance. As such, I am more interested in what students learn than how they feel, but I recognize that feelings are important so I must be willing to listen and respond with care.

Students also have an obligation. They must be willing to treat their classmates and the instructor with respect and agree to do the work outlined on the syllabus on time. They must give their full attention to the material and acknowledge that previous academic preparation will affect their performance. They must also recognize that perception of effort, by itself, is not enough to justify a good grade. Finally, students must agree that they may not always immediately understand the relevancy of assignments and application to the working world. These issues are fundamental for the development of educated, disciplined graduates who are willing to work hard and become productive citizens—individuals that the university can hold up proudly as examples of success.