Teaching Purpose Statement
As an industry partner with 15 years of Training & Development experience I bring a wealth of Leadership Education, Human Resources, Organizational Development, Staff Training, Organizational Behavior and Business Development tools to the academic classroom. As a credible industry professional, student outcomes are developed in partnership with employers who are ready to hire graduates.
As a Servant-Leadership educator and Social Benefit Entrepreneur, I am focused on the whole-person education and training development of students. As a Servant-Leader first, I am called to provide for the care and concern of the students that I serve. My best test of student success is that each student will grow as a person and become healthier, wiser, more freely able to make decisions, more autonomous and more likely themselves to serve others. As a Social Benefit Entrepreneur, I am regularly called on to innovate, collaborate and integrate new ideas of leadership into the profound social change our society needs. Emerging from my own wholeheartedness is an ability to listen intently to each student’s unique calling to serve society. To ensure I remain engaged in my great commission as both an educator and industry partner, I model congruency in both my personal and professional life, caring first for myself before I invest in students.
As an educator, I have an opportunity to tailor academic projects in a way that help students discover their mission while still meeting the academic rigor necessary for degree completion. As an industry partner, my coursework is aligned with the outcomes needed by employers. This includes tasks, technology, knowledge, skills and abilities that fits within what the Department of Labor has outlined as a growing employment trend (www.onetonline.org).
As an educator and industry leader, the educational objectives I have set forth for my students focus on both academic excellence and workforce skills. Academic excellence in the classroom requires an educator who understands and is equipped to create student-led building blocks that include: workforce tools & trade skills; intellectual knowledge & stamina; interpersonal growth and development; and wholehearted leadership growth. Employable, workforce skills require a credible, community partner who builds relationships with industry leaders to continually refine and develop course curriculum as the needs of employers change and shift. The depth of the material will depend on whether the course is a degree-seeking requirement, a workforce on-the-job training or continuing education.
Outcomes will follow this pattern:
Subject Mastery à Critical Thinking à Wholehearted Change à Transferable Competency à Workforce Development.
Subject Mastery is knowledge of a subject that transfers to practical application. Students who have subject mastery will credibly teach colleagues to a level of competency.
Critical Thinking is solving an original problem with the knowledge learned in class. It is an ability to creatively look at the problem through multiple lens and determine the best approach for a solution.
Wholehearted Change is an education of the mind and heart and how we translate this mind à heart change into an applied skill.
Transferable Competency is knowledge that is so well developed that the student can take the role of educator on a subject matter into the workforce and educate colleagues.
Workforce Development is a skill-set or set of skills needed to perform a job. As teachers we need to keep both meaningful personal and professional credibility as the end-goal.
Experiential learning creates the greatest student outcomes. This learn by doing approach takes the depth of knowledge provided within a classroom setting and allows a student to see and experience the knowledge in action.
A few methods that I plan on using include:
Interactive Lectures: This process uses a white board or large presentation notepad to ask students to contribute their ideas to scholarly questions. Problem-posing educational approaches invite students to engage in the topic and wrestle with real-world solutions. As I craft problem-posing questions, I will shape the student dialogue with student outcomes-focused goals in mind.
Dot Voting: A way for the class to distill priorities quickly. Students are given colored dots and asked to contribute to their priorities. This generates a list of priorities that helps a teacher know where to focus the first steps in their lesson. As students become engaged, a teacher can integrate non-preferred learning in a preferred à non-preferred à preferred format.
Online Polling: A way to ask an open-ended question and generated engaged responses. Polling software can then highlight most common answers in size and color. Very engaging for X- Y- and Z generation students.
World Café: A very simple process but one that generates small group engagement and presentation skills.
Brainstorming: Our brains naturally consider what is plausible and possible when brainstorming. The goal is to shut off what is logical and possible and create a comprehensive list of ideas and solutions. Then, cross out over several reviews of the list until the most plausible reveals itself.
Games: Trivia-style learning games in a small group format. Trivia will include teacher-led questions and trivia designed, developed and presented by the class.
Skill Practice: Recognizing that one of my outcomes is workforce development, skills practice is an essential part of my classroom. Whether it is student presentations or collaborative small groups, coursework will have workforce skills embedded within each academic objective.
Student competencies will be examined through the lens of transferable competency to the workforce. Using workforce evaluation tools such as technology, presentation skills, strategic planning, sales & marketing and project management, students will use the knowledge acquired in academic coursework to create meaningful solutions to workforce challenges. Students within academic and community programs such as Disability Access or Welfare-to-Work will be expected to partner with their employment specialist to design projects with skill-specific outcomes.
Teacher mastery is developed when academic distinctions align with teaching experience. Academic distinctions include PhD, MA/MS, BA w/ teacher credentialing and industry experience. Built upon academic distinctions is the trade of teaching with trusted tools and innovative technology. Teaching theory is limited until it is practiced through coursework projects or in a classroom setting. Teacher mastery is continually refined through industry partnerships that ensure objectives are aligned with workforce needs.