Teaching in Higher Ed
Teaching in Higher EdLocation: CANVAS (CANVAS)
Foundations of EBPLocation: ONLN (Online)
DNP Scholarly Proj II
"It is the mark of an educated mind to be able to entertain a
thought without accepting it." Aristotle
Aristotle’s statement encompasses what I hold true as an educator - education exposes students to alternative, and at times, competing viewpoints. After leaving the university with their degree in hand, my hope is that students will have the intellectual tools to understand an alternative viewpoint even when disagreeing with it. As an educator, my goal is to understand and at times challenge the constructions of knowledge students bring to the classroom – without challenging the student. In doing so, new pathways open for students to integrate new and novel ideas. The ultimate educational experience opens windows to the world for students - windows about themselves, differing ideas and perspectives, and importantly, understanding without judgment.
I believe that students are ultimately responsible for their own learning. Faculty can inspire or frighten students into learning; however, it is eventually the student who engages in the work of learning. And learning can be work – not only intellectually, but emotionally and psychologically. Students learn best when engaging in collaborative and supportive relationships with peers and instructors and when multiple methods exist to deliver material. Within a student centered classroom, students are actively engaged and working towards mastering not only new knowledge, but significantly, the process of learning. These moves necessitate moving the focus of learning away from memorizing facts and figures, and instead, mastering the ability to access, organize, and utilize information.
In order to expose students to different points of view, I gravitate towards websites, videos, and online lectures. Engaging with others and the environment is how students construct knowledge about themselves and their world. I incorporate small group work, discussions, and group presentations into my classrooms. I have moved about from traditional lectures, instead, course content is integrated into a process of discovery through vignettes, case studies, virtual tours, and at time, field trips. As an instructor, my goal is to develop an environment in which learning is a natural byproduct of class activities. Those activities may include developing their own case studies, developing a website or a multimedia presentation, or leading and participating in online discussions. My role is to provide the environment, the resources, and the inspiration for learning, as well as knowing when to step aside and not obstruct the process.
- Hardin, PK, Richardson, SJ. (2012) Teaching the concept curricula: Theory and method. J Nurs Educ. Mar;51(3):155-9. doi: 10.3928/01484834-20120127-01. Paper published, 03/2012.