Teaching Philosophy

I am a mentor and guide who enlivens the material of my field and invite students into collaborative discovery

To explore content creatively, I believe students learn best through instruction that is organized yet freeing. My teaching is methodical and logical while creative and stimulating. I prefer to use a mix of visuals, text, and aural formats that move between comprehension and putting knowledge to use. My sessions begin with clear learning outcomes that outline both what will be learned and how it will be applied. By the end of the session, students have the necessary tools to continue their development beyond the classroom.

Learning as driven by questions and curiosity

I engage inquiry-based and experiential approaches where students are regularly asked to identify questions that are most interesting to them. I then build students’ capacity to investigate and discover the complex and messy answers for themselves, helping to highlight and accentuate opportunities for learning along the journey.

Learning that is applicable and hands-on

As an anatomist, I have seen the value of applicable, hands-on learning. I bring this into any form of teaching that I do. I believe that when students relate to the course through experiences and relevance, they are in a better position to know the material more deeply, allowing them to expand their understandings to novel points of view. In part, this is achieved through question-posing approaches. Yet, it is also my responsibility to show them a range of applications, get them working with real-world examples that highlight connections, and challenging them through authentic assessments that target intended learning outcomes.

To summarize my philosophy, my teaching reflects active and hands-on engagement where students work collaboratively with me and their peers to pose questions and explore applied contexts.