Teaching

My Teaching Philosophy

My teaching philosophy stems from the notion that students require relevant real-world problems that support their critical thinking development and argumentation skills. My teaching goal is to create suitable learning environments with case-based and problem-based instruction to provide explicit examples of how students can apply their content knowledge to solve real-world problems. Many students focus on “getting the answer right” rather than engaging in critical thinking processes and evidence-based reasoning when constructing an argument. Engaging in argumentation is a necessary skill in scientific practice.

My ongoing research in situated learning and case-based instruction informs my teaching. I have developed expertise in discipline-based education through multiple research collaborations. My ongoing research focuses on how medical case studies in genetics support students’ understanding, as demonstrated by their argument construction. My research examines how students engage in scientific reasoning to critically think, which can be evaluated by analyzing students’ arguments.

Real or relevant stories are an integral component of my instruction. With the use of case studies, I have witnessed the positive impact of problem-solving within the classroom across all academic levels and majors. Students become emotionally invested in the case study, and consequently their learning, and begin to realize how they will use content in their future careers.