Teaching Statement

I want all of my students to grow into well-adjusted people that contribute meaningfully to society. To that end, my goal as an educator is to foster resilience and critical thinking as it relates to science, technology, engineering, the arts, and mathematics (STEAM). When students learn about STEAM fields and the power of their own creativity, they can begin to understand where they fit into the global workforce to solve real-world problems. This is a lofty goal, and I am aware of its implications. Students need a mentor who can model perseverance, be steadfast regardless of ups and downs, and facilitate learning while imposing healthy boundaries. I teach in the here-and-now, but with a vision for my students’ futures and their best interests.

I am a firm advocate for experiential learning that is hands-on, collaborative, and reflective. When I taught Machine Design, there was a particular semester where we had a very bad snowstorm. This was enough inspiration to look through some New Jersey Department of Transportation (NJDOT) projects open for contract bidding. That year, the NJDOT needed seven belt conveyors for transporting large quantities of rock salt. Students were initially tasked with writing mock bids with cost estimates. They eventually not only designed these conveyors, but also developed the bills of materials and final cost analyses for the parts. A student returned to visit me after graduating a few years prior and said that the belt conveyor project was great preparation for his career at a contracting firm and that he gained experience in this area where other new employees hadn’t.

I approach solving problems from not only a technological standpoint but an interpersonal one, too. Most students, by the time they reach their final year, have had plenty of experience working in teams. I have found, however, that there is often no follow-up analysis on how the teams worked. Based on my own experiences, team dynamics can be very complicated: in a workplace setting, change is often the norm. This type of experience isn’t generally taught in a classroom setting – it’s experience you pick up on the job - and it made me wonder if simulating it could be done. When my Strength of Materials students were designing playground equipment, I switched up the teams mid-way. Suddenly, half of each team was gone, and those remaining had to bring their new collaborators up to speed on the work that had been done. This was challenging for everyone, but I made a point to assist wherever I could, and students learned how to cope with sudden changes and still thrive!

I provide students with the tools they need to succeed, from detailed instructions and expectations to thorough rubrics. In this way, students are fully aware of what is required for a course. Grades are earned, they are not a shock, and they reflect my expectations. These foundational materials aren’t enough without guidance, however, and I provide that as well. I find that people learn best when they make mistakes. Too much emphasis on grades makes students afraid to fail, so I develop projects and exercises that allow students to make mistakes in constructive ways without penalizing them. Regular formative assessments like concept or skill checks are nice, low-stakes ways to take the pulse of the class and each student to see how well they’re absorbing course material. Interim assessments often include timeline updates on a project from each student or team to see how well they’re progressing. I often ask students to write reflection essays on their design process and group dynamic. Summative assessments in STEAM often require a prototype or finished product to evaluate craftsmanship, aesthetics, and adherence to guidelines. Lab reports and oral presentations are also common so that students can demonstrate their design justifications and ability to share their knowledge and expertise. Reflection essays at the culmination of a project are equally important so that students learn from mistakes and gain knowledge of best practices when they tackle the next challenge. 

Teaching requires a great deal of self-reflection as well. Efforts to improve my teaching are constant! There are always new things to learn and bring to the table. I solicit feedback from students regularly, often beyond the institution’s evaluative requirements, to confirm what worked in a lesson and what needs adjusting. I welcome peer review of my classes and make a point to sit in on colleagues’ classes for inspiration for my own. I keep a teaching portfolio of projects and student work. It is important to regularly review course materials in case those need updating, too.