Teaching Philosophy
One of my favorite professors I took a class with as a doctoral student once told me part of her job was to leave me with more questions than answers. At the time, I did not fully understand this idea. When was she going to help me answer all my questions? When would I ever stop asking too many questions? What if I have the wrong answers? Will I always be chasing a moving target of knowledge?
In hindsight, after finishing my Ph.D. and teaching college courses for around seven years, I finally got it. Learning is not about finding all the answers. The point is to stay curious, find the subject you are passionate about, and keep going. That is the goal of my teaching—to inspire my students to become better communicators so they can go on to excel in whatever subject excites them. Finding our place in life is what sparks pure joy. My mission is simple, and as a leader and educator, I want to inspire curiosity to spread joy.
At the heart of my teaching philosophy is the belief that learning is most effective when fueled by curiosity. In my classroom, students feel empowered to ask questions, explore ideas, and develop confidence in communicating effectively. This classroom culture encourages students to see business communication as more than just a skill to be mastered. It is an essential tool for professional and personal success.
Assessment plays a critical role in this process by measuring knowledge and moving the learning process forward. I employ various assessment methods including formative and summative assignments and individual and collaborative work—to support different learning styles and backgrounds. One example of formative assessment includes using the McGraw-Hill Connect software in BCOM 1300 and 3300. The goal of the readings in Connect is for students to learn the concepts from each chapter by the deadline instead of being constantly worried about their grades. If they learn all the concepts, they receive the completion points for the readings. The software adapts to each individual student’s needs by assessing their current knowledge and then asking them questions about parts of the material that they do not understand yet.
Two examples of summative assessments include the professional online portfolio and group case study project assignments. Their portfolios represent the work they have completed throughout the semester, including a writing sample, a slide deck sample, their LinkedIn profiles, and their career and personal goals. In BCOM 4300, which focuses on leadership communication, students work with their groups to choose a leadership communication crisis and present it as a case study for the class. They discuss what happened, how it relates to course material, their solutions to the problem, and what leadership tips they can learn from the case to use as current and future leaders in the business world.
Formative and summative assessments both play a role in my courses. Students learn real-world skills such as how to write professional reports, prepare and give presentations, and create their portfolios for the job market, ensuring they develop practical communication skills beyond the classroom.
Understanding that my students come from diverse backgrounds and experiences, I design assessments that are flexible, inclusive, and aligned with course objectives. I provide multiple ways for students to demonstrate their learning through reflecting, writing, and speaking. For reflection, I ask them to think about a challenge question each week that is related to course content and then we discuss it in the next class session. For writing, they work on their portfolios, reports, document editing, and provide feedback to their peers. For speaking, they complete at least one presentation per course in front of the class. Additionally, I emphasize transparency in grading and feedback, ensuring that students know how to improve and build upon their skills. I always make sure to note one aspect of the assignment they did well on and one aspect of the assignment they could improve on in the future. Good feedback is specific, actionable, and empowering. And so is incorporating their diverse perspectives in my classroom.
By centering curiosity in my teaching and using assessment as a tool for meaningful engagement, I create a learning experience that is both rigorous and supportive. My goal is for students to leave my classroom with stronger communication skills and a sense of intellectual curiosity that will serve them in their academic and professional journeys. They will not memorize all the information they learn. But they will walk out the door at the end of the semester empowered to be better communicators and find the thing that brings them joy. Life is too short not to do the work you love.