Teaching Philosophy

Shawn S. Goodman, Ph.D.

I conceptualize learning as a process involving four aspects: memorization, understanding, application, and questioning or modifying. I feel that true learning occurs when students experience all of these aspects. As much as possible, I like each of these aspects to be experienced in conjunction with the others. Generally, students should concentrate on the first three aspects when initially studying a subject, with the fourth playing a larger role when enough knowledge and understanding are acquired to thoughtfully challenge, question, and critique. I view learning as an ongoing process, with each aspect being revisited many times, deepening understanding.

As a teacher, my role is to guide students to experience all of the aspects described above. I can do this by determining the content to be learned, providing direction, challenge and motivation, and giving feedback. I believe my enthusiasm for the subject being taught is critical factor in motivating students. I also serve as a role model for socializing students into professional behavioral norms and ways of working. Finally, as a teacher I am also a learner, and constantly trying to improve my skills based on self-evaluation and feedback received from students and colleagues.

I have three sets of goals for my students. The first, content goals, are course-specific and are the specific information and skills to be acquired. The second, process goals, are more general and consist of skills that can be applied in a variety of situations. These goals include thinking and writing critically, extending established applications to novel situations, seeking connections between seemingly unrelated concepts, and general problem solving. The third set of goals, lifelong goals, are the most general, and include the acquisition of values such as intellectual curiosity, love of learning, and a desire to behave ethically and professionally.

I feel these goals are best achieved using a variety of teaching methods. Lectures and required reading introduce students to the tools they need and lay the foundation of basic knowledge. Various small laboratories and projects provide an opportunity to develop understanding through practice and application. Frequent, short quizzes provide further practice and give students feedback, allowing them to monitor their progress throughout the semester. Where appropriate, projects are be assigned that pose problems or questions that have been carefully designed to promote insight. This encourages students to develop a deeper understanding of concepts they have been taught. Requiring written reports helps develop critical thinking, reasoning, organizational, and writing skills. I strive to use a variety of audiovisual media in my teaching. Finally, interested students are welcome to work in my research lab, where they can learn more fully the relationship between academic learning and real-life application.