My approach as an educator is informed mainly by the general educational philosophies of Progressivism and Pragmatism that emphasize holistic education and knowledge application to real-world problems. As an instructor, I purposefully adopt an ethic of care when working with my students to promote a civil and active learning environment. These tendencies are rooted in my previous experience as a student affairs professional and academic advisor. In these roles, I aimed to get to know students as individuals, determine their specific wants or needs, and develop their capacity to address those wants or needs. Translating this to the classroom, I devote time early in my courses to discussing reciprocal expectations and building a community that invites students to be vulnerable and earnestly engage in the learning process without fearing ridicule or shame.

Additionally, I use practically driven assessments to help students engage with the material in meaningful ways. For example, I offer students in my sport finance course the opportunity to maintain a personal budget for extra credit to learn aspects of personal finance that they can apply to both their personal and professional lives. Similarly, the primary assignments in that course build upon a single case study to aid students in understanding how they can apply basic concepts learned earlier in the semester to a real-world scenario. The case study assignments also reinforce the community component of the course through group work grounded, again, in the real-world application and ability to work with others to solve a common problem. Further, I strive to provide opportunities for students to articulate where they are in the learning process and their understanding of the material. For example, at periodic points throughout the semester, I ask students in each of my courses to complete exit tickets or one-minute e-mails at the end of a lecture that provides space for them to discuss concepts they have mastered or those with which they are still struggling. This allows me to monitor the pulse of the class and adapt the course content to meet students where they are, and address potential oversights or oversimplifications on my part. This check-in also provides a mechanism to determine if any students may need individual support to accomplish the goals outlined in the course.

Finally, to realize their full potential, it is crucial that students feel they can persist throughout a course and are not discouraged when they face adversity. Therefore, I strive to cultivate an environment that balances giving grace with challenging students to push their preconceived boundaries. This manifests through openness to work with students if they uncharacteristically misstep or providing opportunities for students to revise and resubmit their work when appropriate. In both instances, students receive feedback from me and can engage with that feedback to formulate an appropriate response, much like they would in a professional setting. Outside of the classroom, I aim to make myself available to students, in-person and electronically, when they have questions or seek clarification on course material or assignment guidelines. I regularly encourage students to attend office hours and do my best to accommodate one-on-one appointments if students have conflicting schedules. Ultimately, I want to ensure students know that they have the support to accomplish the goals of the course to increase their ability to apply concepts beyond the classroom.

I view teaching as an integral component of being a faculty member. I embrace this responsibility and actively seek opportunities to refine my abilities to be a more effective educator. Development is a process that requires iterative reflection, assessment, and adjustment to calibrate my approach, values, and priorities as an educator and I am excited for the opportunity to engage in this process as my career evolves.