Teaching Philosophy
My goal is to deliver knowledge, skills and expertise in a fun and fair way. There are a vast number of publications on teaching methods, which provide new ideas or refresh elements of the teaching process. Examples include “holistic scoring rubric”, “project-based learning”, “teaching boxes”, “Love and Logic”, etc. It may seem that teaching methods, are coming and going like diets with some wrapped in a new catchphrase. Whether the ideas are brand-new or go back to former work, the common goal is to make learning fair and fun.
Teaching is the delivery of knowledge and expertise. Successful teaching not only has to be precise and accurate but should be delivered in a fun, interesting and applicable way. I see three key factors of high-quality teaching:
- Knowledgeable instructor (who is precise in technology and science)
- Good communicator
- Effective knowledge delivery (enthusiasm in applying points 1 and 2. In other words, keep it interesting, but be precise and correct)
I address these key factors through the following practical teaching elements:
- Use of various types of media (video, models, PowerPoint)
- Hands-on practical activities
- Show enthusiasm and fun
- Point out “bigger picture” (i.e., connection of GIS and environmental science, history etc.)
- Connect to real life issues (latest developments, future job possibilities, ethics, why is the material important?)
- Awake and utilize students interest and if applicable tailor to their needs (i.e. for their projects)
- Stay connected with students (through email, phone, meetings, etc.)
- Fair and transparent grading system (my grades are real-time accessible through the internet)
- Review of my teaching methods based on student evaluations and personal notes taken throughout the semester
Most important is academic preparation and the precise delivery of science and technology. The best communicator cannot make up for a lack in knowledge, skills or expertise. My lectures include latest research and material based on my own research and outreach.
In the areas of GIS, Remote Sensing and Environmental Science an instructor has the advantage of being (at least partly) able to tailor his/her classes to the needs of students. For example, the performance of a Native American student excelled when I changed the scope of his project from reviewing technical issues to applying geospatial technology on historical areas on the Pine Ridge Reservation.
Cross-curriculum activities also foster student’s interest and display the merit of the teaching material in a broader view. For my classes and in my research I collaborated with the TV-Production Department, the Agriculture Department, and Lakota Studies Department as well as with other higher education institutions. For example, students combined video-editing and GIS in the creation of a 3D flight animation over the Pine Ridge Reservation.
After attending many professional conferences I learned to value the use of humor and various media to keep the interest of the audience. Current media technology offers a variety of tools to present and explain science and technology. In my classes I take advantage of PowerPoint presentations, pictures, charts, short videos, internet, or even an inflatable globe and three long pencils (to explain the concept of trilateration in GPS satellites).
I love the fact that continued learning is part of my job. Just two examples that show the connection of my personal interests and teaching are the “Digital Photography” class and the 3D spatial animation videos for my GIS class.
Communication outside the classroom is important to keep students on target. I encourage students to contact me through email, phone and to come in during office hours. I post current academic performance on the internet. This way, students can log onto their web-account and stay current about their grade.
It might sound like a cliché, but I feel gratification about the fact that I make a difference in the life of others. I love to share my interest and passion in teaching, research and outreach.