From my years of experience as an Assistant Instructor, Teaching Assistant, Tutor, and Undergraduate Supervisor, I have found that the enjoyment of teaching does not come from the lecture but rather from the student’s learning of the subject matter. As an educator at the collegiate level, it is my duty to enable students to become self-regulated, life-long learners. Ultimately, I consider this to be the purpose of higher education.

I expect my students to take an active role in their education, in which they are responsible for their academic success. One of the first steps in enabling this is by providing them with the learning objectives for the course and structuring each class and assessment around those learning objectives. This not only provides students with an idea of what to expect, but it also allows them to self-assess their learning. I also begin each unit with a concept test to determine if there are prior misconceptions that need to be addressed.

To promote self-regulated learning, my lectures consist of a variety of active learning techniques. I incorporate team-based learning and think-pair-shares into nearly every lecture to allow for students to become more effective learners. Additionally, I have utilized active classroom assessment techniques, such as human tableau and simulation, as evidenced in my coursework for my Graduate Certificate in Engineering Education. I also believe experiential learning opportunities, in which students are able to “apprentice” what they learn, are necessary in engineering education. This stems from the belief that is shared by Lave and Wenger’s theory on situated learning, in which students cannot become a master in a field without, “legitimate peripheral participation.”

Although I expect my students to play an active role in their education, I also realize that there is no such thing as an “average” student. I pride myself on my ability to recognize the differences between learners. In my classroom, I aim to follow the best practices of “Universal Design for Learning (UDL),” which operates on the theory that all students do not learn the same and thus have different paths to success. One aspect of UDL that I have incorporated into my classroom is the use of Advanced Organizers. Advanced Organizers provide the students with a framework around which to structure their learning while also helping students return to lecture when their attention may wander. Another feature of UDL that I incorporate into my classroom is the use of “approximate reading times” for assignments in addition to refraining from assigning group projects that are unable to be completed virtually. Having taught nontraditional undergraduates who had families and other jobs, I have realized that it is important to be cognizant of student time outside of the classroom in order for them to succeed.

Another core tenant of running a successful classroom is one in which students feel included and comfortable. It is important to include culturally relevant examples in the classroom and to reduce any possibilities for microaggressions. It is my goal for students to be able to freely express themselves in my classroom, regardless of gender, race, age, ethnicity, sexual orientation, or socioeconomic status. Additionally, I strive to encourage a growth mindset in my classroom, in which students are encouraged to expand their potential through hard work and resilience. As engineering and math can be frustrating, I constantly remind my students that their intelligence is not limited; rather, with practice and effort their opportunities are endless.

I believe assessments should be used frequently and in a variety of formats to ensure an accurate measurement of students’ understanding of the material. I consider both formative and summative assessments necessary in the classroom. Formative assessments allow me as a teacher to tailor my daily lecture to student needs in order to be sure that the learning objectives are being met, while summative assessments allow my students to demonstrate their mastery of the material. I aim to give my students the opportunity to demonstrate their knowledge in a variety of formats, whether it be through projects, in-class polling, team-based quizzes, or documented problem sets. At the end of the semester when it comes time to grade my students, I believe that final grades should be absolute rather than comparative. If all my students meet their learning objectives and establish mastery, I see no reason why all students can not receive full marks. Additionally, I believe nonacademic grading should play a role in their final grades.

As I continue in my teaching career, I recognize the importance of evaluating my own teaching to continue to improve. Through peer review, student comments, and teaching practice, I will constantly be working to become a better teacher. Some in my field may disagree with my teaching philosophy and purport that the purpose of an engineering education is to produce students who can get successful jobs in industry. However, this approach fails our students, as their investment in their education ends after 4 years. My hope is that by creating better problem solvers and critical thinkers, my students will be successful in whichever career they choose, such that their education is a lifelong investment.