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Philosophy Statement:

In my teaching I draw on critical feminist pedagogy, constructivist, social constructivist, and situated learning principles in developing activities, assignments, and assessment approaches. It is important that all students are actively involved in meaningful learning, as defined both by the instructor and the students themselves. Their learning should be interactive, varied, and should incorporate students’ prior personal and professional knowledge. It is important to recognize students’ interests and abilities, as well as areas in which they need to develop further background and understanding, in planning effective assignments and course activities. I believe that it is important to integrate learning from other courses and experiences in an attempt to connect ideas and concepts. Students should have opportunities to develop professional voice and learn from all members of the class. Students should have the opportunity to challenge their own prior assumptions in a safe and supportive environment. Assessment should be used to enhance further learning rather than to rank and select, therefore peer and self-assessment should play a major role in the assessment practices of any course. Students should have various approaches to learning modeled for them in their classes, and a variety of teaching styles should be implemented. Diversity, by way of ability, culture, gender, class, and learning styles, should be acknowledged as part of the learning environment. The learning environment should provide a space for students to be able to take risks and challenge themselves with new ideas and action.

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