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my life was without past or future...
There are three components at the heart of my philosophy of teaching; they guide my role in the classroom. First, I feel I have a personal obligation to prepare and conduct courses that are intellectually engaging, informative, and rigorous. This requires that I prepare detailed syllabi, specific assignments and examination study guides, and clear criteria to guide my evaluation of students’ work. …I understand and appreciate my responsibility to provide students with substantive information and marketable skills such as critical thinking and writing….Second, I encourage a stimulating, safe learning environment to ensure that students are eager and comfortable about their participation. I treat students respectfully, and ask that they treat their peers with the same level of respect. I encourage a marketplace of ideas and always solicit participation in the classroom. I do not teach at students. Rather, my lectures promote a dialogue about the material. Third, I help students understand how education prepares them for the future and assist them in planning their careers. I constantly stress the relevance of the subject matter, and I use real world examples to illustrate the practical application of the information and skills learned in class. I also promote service activities as part of a well-rounded education and motivate students to responsibly contribute to the community. And, because graduates will likely enter the job force or seek new opportunities upon leaving the University, I encourage students to pursue their educational and vocational goals and assist them in accomplishing them using a variety of methods, from talking about education or employment options and helping with searches, to inspiring them to “think outside the box” and consider a more innovative or novel path.