Self-Reflection
Professionalism
I consistently approach teaching with mutual respect, and my professionalism is rooted within a social work framework. Recognizing students’ daily stressors and being attentive to the fact that students are often juggling various responsibilities, I maintain an approachable demeanour, often receiving gratitude for listening and understanding. While empathetic, I uphold high (yet attainable) standards without compromise, working collaboratively with students and student services to address unique needs while still maintaining academic rigour and ensuring that students meet the required CLOs. In addition to showing professionalism within the classroom, I actively express professionalism as I attend college functions and am more than willing to engage in various services to the college. I enjoy sharing what our specific program has to offer and am routinely engaged with colleagues to better do this, highlighting my commitment to the broader educational community. In sum, I am dedicated to professionalism, combining empathy with a dedication to academic rigour. I navigate challenging situations while maintaining a supportive environment, and I feel as though professionalism is a strength of mine. I try to engage in ongoing professional development activities to improve (e.g., self-reflection during and at the end of the term, teaching circles which we just completed, and teaching and learning workshops/conversations), and I look forward to accessing more of these in the future.
Content Knowledge
My level of knowledge within my vocational area is high. I actively put effort into staying up to date on the advancements in the field through collaborations with fellow academics, publications, engagement with community organizations, reading, conducting research, and participating in conferences. Not only do I have a strong level of content knowledge, but I am constantly trying to apply this within the classroom. I ensure my lectures are organized, starting with a concise recap and a roadmap for the day, which gives students clear expectations. I frequently reference previous classes, establishing connections across seemingly disparate fields of study, such as drawing parallels between statistics and victimology or relating restorative justice to advocacy. In an attempt to enhance understanding among students with diverse backgrounds and skill sets, I employ multiple approaches to break down complex topics (e.g., standard lecture, audiovisuals, active listening, open discussion, written discussion, and diversity in assessments) and encourage and facilitate an open and inclusive environment, whereby I actively invite questions and clarification, emphasizing that no question is deemed "stupid." This approach fosters a supportive atmosphere where students feel comfortable seeking clarification, recognizing that their queries likely reflect shared uncertainties. Furthermore, I facilitate additional explanation and understanding by adopting a practice of addressing content-related questions received via email by posting my responses on the course platform - blackboard. This ensures that all students benefit from the extended clarification, promoting an inclusive learning experience. I also feel as though my involvement in research and with the community really strengthens and highlights my enthusiasm for the course content, as well as my ability to show through my actions and experiences the applied practicalities of many of their assessments and projects.
Pedagogy
Pedagogy is a crucial aspect of my teaching philosophy, as I strive to create an enriching learning environment via numerous practices. Firstly, I am very organized about all my courses. I ensure that I present material in a logical and coherent manner through different mediums (lecture slides and readings that are diverse and come from various authors and disciplines when appropriate). When creating my assessments, I ensure they align with course objectives and am regularly seeking out new ideas for creative approaches to assessing that allow students understanding to be evaluated in ways that may vary from standard written essays, for instance. As such, creativity is woven into my teaching approach. I consistently explore innovative methods to engage students, making the learning experience dynamic and compelling. For instance, I integrate hands-on exercises, group discussions, and interactive projects to cater to different learning styles. These varied approaches not only cater to diverse preferences but also foster a rich and dynamic learning atmosphere. I also find that guest lectures bring an experiential dimension to the learning process, providing students with practical insights beyond the classroom setting. This creativity extends to the presentation of relevant examples in class, bridging theoretical concepts with real-world applications. By doing so, I aim to enhance the relevance of the topics, making them more accessible and relatable for my students. Based on the feedback I regularly elicit from students both formally and informally, this seems to be helping them to bridge connections and see the applicability of assessments and assignments in ways they did not previously. For instance, I recently sat down with students to talk about a group project, highlighting that, yes, the outputs and content were paramount, but that student group work also involved assessments of collegiality, juggling competing demands, working outside of one’s comfort zone, meeting and sticking to deadlines – all of which will be applicable in their future employment. In essence, my commitment to pedagogical excellence is reflected in the thoughtful organization, creative methods, and diverse learning experiences embedded in my teaching philosophy.
Pedagogical Knowledge: Can Manage a Classroom
I take pride in fostering an enthusiastic learning atmosphere where students develop a genuine appreciation for the subject matter. I do this by emulating some of my own memorable mentors, who expressed their own enthusiasm and connection to the subject at hand. I utilize personal and professional examples and try to link content to their own lives and interests. Creating a safe space for open and challenging questions, I encourage meaningful discussions that offer diverse viewpoints. Classroom management is a priority, and although it can be difficult at times, especially when viewpoints are in opposition, and the issue is a social justice issue, I feel as though I have regularly ensured a quality learning environment for all students. When I find conversations getting heated, I am quick to pick up on this and will divert or direct the conversation, or if needed, I will end it, providing a quick wrap-up, linkage to course content/CLOs and then clearly state that this is where the conversation/debate will end. This doesn’t have to occur too often, but, for instance, when students begin to get agitated with one another over a human or social justice right, at times, it is best to just end the conversation/debate (and depending on how important it is, come back at another time). As stated above, I meticulously align assessments with course outcomes, utilizing appropriate methods and levels of performance. Timely and constructive feedback is integral to my teaching approach, provided within a week or so of assessments and including enough detail that students really understand the strengths and weaknesses of their submitted assignments. I find this helps them to improve their writing, and it also really helps with complaining about grades and marks. In fact, I rarely get complaints, even when students fail or have a poor mark. A strategy I have also employed when students aren’t happy with their grades is that I tell them to use the rubric and honestly mark their own. This usually helps them to self-reflect on their own work.
Pedagogical Knowledge: Integrates Information Technology into the College Classroom
I actively leverage technology to enhance the learning experience in my classroom. For instance, on Blackboard, not only do I post the usual lectures and course content (in an organized, clear and easy-to-follow manner), but I also employ regular announcements through this platform. This helps to keep students engaged to some degree and up to date with course information that they may have missed (e.g., how to submit something, clarification on an assignment element, or an extension on an assignment). I also regularly integrate various resources such as videos, podcasts, academic readings, and op-ed pieces to provide a well-rounded educational approach that will meet the needs of diverse students. Additionally, I have started to explore other technologies like Mentimeter and Padlet and found these are pretty useful in enhancing collaborative engagement among students. I am eager to work through and learn more about the resources we have available and I hope that I will be able to attend some PD on this in the future.
Curriculum Development
Drawing on my experience, I have contributed to the creation/development of numerous courses and their instruction, enabling me to make informed edits and adaptations to enhance the overall curriculum. This is a nice benefit in that I can see that something may need to be reworked and can make the change for next term. I actively participate in PAC and Faculty meetings and collaborate with colleagues to enhance our program's curriculum via formal and informal discussions.
Things I am hoping to improve on / develop further:
In reflecting on my teaching practices, I recognize areas for improvement and development. Firstly, finding a balance between allowing students to express their experiences and avoiding the risk of trauma dumping is crucial. I aim to create an environment that encourages sharing while ensuring it remains respectful and comfortable for all. Related to this is that I am committed to finding additional ways to manage the level of personal detail students disclose in public forums. It's essential to maintain a space where everyone feels at ease, avoiding discomfort caused by oversharing. Some of this oversharing makes sense (e.g., in a victimology course), but other times, it does not and in fact, it impedes the flow of the classroom and dialogue / opportunities for peer engagement and learning (e.g., disclosing being sexually abused as a child in response to a students presentation on a school nutrition program). Additionally, I want to work on setting personal boundaries to prevent being emotionally drained by students in need. Striking a balance between support and self-preservation is critical to sustaining a positive teaching experience. Furthermore, I aspire to expand my technological toolkit and explore new assessment styles in the era of AI and the changing educational landscape (e.g., I plan to meet with the CAE office to discuss some changes to assessments once the program review is over). Overall, these reflections serve as a roadmap for my continuous growth and commitment to creating a supportive, effective, and technologically enriched teaching experience.