Teaching Philosophy

In the spring of 2004 one of my students made this observation on an official University evaluation form:

Trish is a fantastic instructor--the best I've had at ASU! She challenges students to do better through honest and constructive criticism. I wish that all of the instructors at ASU possessed her talent and dedication to learning, not just "teaching."

This student could not have better articulated my Philosophy of "Teaching"/"Learning." I design my classes to highlight the experience of gaining knowledge instead of the process of bestowing knowledge . One of my main goals as a teacher is to challenge my students to do their best creative work. I believe that they will achieve that success if I encourage them to appreciate the pursuit of knowledge, to develop critical thinking skills, to expand problem-solving abilities, and to feel comfortable and confident when entering into the conversations of academic writers.

One of the first things I do is ask my students to learn now how they can excel at writing not only in my class, but also in their future classes. I want my students to be successful no matter how prepared they are when the get to my classroom. I strive to promote an intellectual curiosity that will blossom during my students' undergraduate learning experience. I ask them to have the courage to showcase their unique capabilities by taking risks in their writing, and by pursuing their true areas of interest.

For example, I ask my students to write a statement of their course goals at the beginning of the semester. I ask them to imagine how they want their writing to change. We revisit these course goals at mid-term, and at the end of the term with a reflective portfolio worth a large portion of their final grade. This assignment asks the students to take ownership of their learning experience. It also allows students to recognize the learning that is available to them if they commit to the work.

I believe that learning occurs best in student-centered classrooms where the instructor acts as a well-informed mentor, facilitator, and coach.  In order for my students to take responsibility for their own learning, they must have the freedom to take it.  Although I have very structured assignments and requirements, I ask my students to come up with creative responses that show an exceptional understanding of the subject. I require them to be active participants in class discussions, and I ask them to learn the difference between thorough reading and lazy reading. In each class I foster a tone of respect for individual interests and abilities, while encouraging each student to excel.

Another student comment from a fall 2004 official University evaluation form articulates exactly the tone I want my classroom to maintain:

She was one of my favorite teachers because she took the time to help me understand what's going on. She cared for her students' success.

Above all, my role is to help ease students into the University setting not by telling them exactly what to write or how to write it, but by helping them "understand what's going on.” I want each student to leave my class knowing that they can succeed, and my activities and assignments are designed to help develop the skills they will need along the way.