My Teaching Philosophy
At the beginning of the semester, I tell my students that the two best ways to become better writers are to read well-written work and to practice writing their own. I emphasize both the exciting feeling of creation that accompanies writing as well as the more analytical side of writing that requires precision of thought, careful construction, and revision.
One valuable technique that I often use is peer workshopping. A piece of writing always benefits from a workshop in which students read each other’s work and provide feedback. Additionally, workshops emphasize the importance of revision. I ask my students not to think of their papers or creative pieces as a receptacle for their already-solidified ideas, but as creations that evolve. I ask them also to think of writing as a process that helps them discover their argument or the heart of a creative piece, and I explain that often we do not know what we want to say until we work through our thoughts on the page.
I also regularly employ small group work for in-class discussions, allowing students an opportunity to connect with each other and to work through their ideas. I also assign a variety of formative assignments that lead to each summative assignment, providing students an opportunity to work step-by-step through the writing process.
Ultimately, my goal is for my students to leave my classes better able to explore the nuance in a piece of writing or surrounding a particular issue, to be able to articulate their thoughts with an awareness of audience, and to hone their writing skills, enriching their knowledge of the craft of writing and the power of language.
Additionally, promoting well-being in my classroom is a priority for me. In my experience, the foundation of teaching is connection, and I’ve always believed that creating a safe and warm classroom environment is the first step toward promoting student success. To this end, I aim to connect with my students as individuals, encouraging them to meet with me during office hours to discuss assignments as well as possible barriers to success. Being seen and heard is powerful, and it is not unusual for me to tell my students that their well-being is more important than a grade.
Recently, I collaborated with a fellow instructor as well as with Student Well-Being to design a narrative assignment with an emphasis on cognitive reframing. Teaching this assignment was a meaningful experience, and students expressed appreciation for the opportunity to learn skills to deal with difficult situations in the future, as well as an awareness of how to use the psychological technique of cognitive reframing when examining past experiences. This approach can help students develop skills to become more resilient and understanding of one another. The classroom can be an important place to pair the promotion of well-being with academic work.
Courses Taught
- English 1120: Exposition and Argumentation
- English 1222: American Literature 1865-Present
- English 1170: Introduction to Creative Writing
- English 2172: Creative Nonfiction Writing
Student Comments
“Professor Tate is an exceptional instructor and mentor, regularly challenging her students to think outside the box and incorporate their interests and personal perspectives into their work. Endlessly encouraging and compassionate, she makes writing inviting rather than intimidating.“
–Student in Spring 2023
“Professor Tate clearly cares deeply about the success of her students. She asks very stimulating and thought-provoking questions about the material, and guides discussions expertly. I often found myself continuing to think critically about literature well after the class ended.“
–Student in Spring 2021
“No other English instructor that I’ve had has ever made writing and specifically narrative writing make sense the way that Prof. Tate was able to.
–Student in Fall 2021
“Professor Tate is one of the most thoughtful and well-rounded human beings I’ve ever met. Those personal traits enhance her teaching effectiveness tremendously. She is sensitive to material that needs sensitivity and shows great understanding when her students come to her with any issue.”
-Student in Spring 2019
Pedagogy-Focused Presentations
- Panelist – “Effective Teaching: Tips from Award-Winning Instructors”
Innovation in Teaching and Learning Conference, Missouri S&T
2024
- “Stories That We Tell Ourselves: Cognitive Reframing in Narrative Writing: Lecture and Interactive Creative Writing Workshop”
University of Missouri, St. Louis – Focus on Teaching and Technology Conference
2023 - “‘What is the story that I am telling myself?’: An exploration of the benefits of cognitive reframing techniques within personal narrative writing in foundational composition courses and beyond.”
Missouri S&T – Innovation in Teaching and Learning Conference
2023 - “Flash Fiction and the Writing Process”
Missouri S&T – Sigma Tau Delta Honors English discussion
2020 - Sigma Tau Delta Honors English Brown Bag Presentation: Poetry Writing
2019 - Composition Grade Norming Sessions
Composition Faculty Presentation
2015, 2018 - Narrative Teaching Strategies Presentation
Composition Faculty Presentation
2012
Teaching Awards
- Faculty Teaching Award for Excellence in Teaching and Teaching-Related Activities
Office of the Provost, Missouri S&T
2024 - Faculty Achievement Award for Sustained Excellence in Teaching and Service
- Office of the Provost, Missouri S&T
- 2023
- Innovative Teaching Award for Design and Implementation of a Well-Being Narrative Unit
College of Arts, Sciences, and Education, Missouri S&T
2023
- The Writing Center’s and English Honors Society’s Outstanding Faculty Award finalist
Missouri S&T
2023 - Faculty Achievement Teaching Award for Sustained Excellence in Teaching
Office of the Provost, Missouri S&T
2016 - Faculty Achievement Teaching Award for Sustained Excellence in Teaching
Office of the Provost, Missouri S&T
2012 - We Love Your Class Award finalist
Missouri S&T
2010, 2011, 2012, 2014