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The Promise of Effective Teaching
The Promise of Effective Teaching
When we align research, policy, and practice with what we know about how students actually learn and grow, we create conditions in which they can thrive. In doing so, we strengthen not only individual learners, but families, schools, and communities as well.
A Dean Who Teaches Using Evidence-Based Practices to Engage All Learners
A Dean Who Teaches Using Evidence-Based Practices to Engage All Learners
Not all learners learn the same way. Not all people need the same things at the same time. Our courses and academic programs should be designed to reflect those facts, but they often are not. The disconnect between the way people learn, the needs of those learners, and the way that we teach is the fundamental discontinuity we must address to support student success. In my view, addressing that discontinuity means designing curricula, advising systems, licensure pathways, and research experiences that are responsive to the best available evidence and flexible enough to meet learners were we are rather than where it would convenient for them to be.
During my career, I have taught eighteen different courses in three different fields (education, business, and disability studies). I have taught both undergraduate and graduate courses and in a variety of different modalities (e.g., in-person, online synchronous, online asyncrhonous, self-paced online, hybrid). In all of my teaching, I have tried to help aspiring and working professionals develop the sound judgement, skills of reflective inquiry, and a commitment to evidence-based decision-making that results in effective practice. Thematically, the courses that I have taught reflect a commitment to understanding education as a public and civic institution, understanding organizations systemically and as shaped by history and policy, and using research as a tool for strengthening individuals, institutions, and the communities they serve.
In-Person
In-Person
While serving as the Dean of the College of Education and Human Development, I also teach our introductory person in the Fall semester to around 80 new first-year students.
Online
Online
In the Spring semester, I teach the introductory course online for early college students, recent transfer students, and those for whom work or caregiving make in-person courses difficult.
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