Statement of Teaching Philosophy

Plant pathology is an area of scientific study that encompasses many biological disciplines ranging from agronomy and microbiology to genetics and molecular biology. It is a dynamic field in that as current disease problems are managed, new diseases arise, and old diseases overcome older methods of control. Because of this, the study of plant pathology quickly becomes a race between scientific problem solving and pathogen evolution. Teaching plant pathology often means teaching creative problem solving and the synthesis of many ideas from numerous disciplines. Additionally, because the field is strongly linked to the production of food and other plant related resources, it allows me as an instructor to demonstrate the real world impact of my discipline in terms of social, environmental, and political arenas.

I feel that teaching is an opportunity to share new and potentially valuable knowledge and experiences with others. Professionally, teaching helps me to become a better scientist. Each class I teach causes me to further expand my set of scientific experiences and knowledge base, which in turn can be shared with students in future classes. For me, teaching becomes a self-perpetuating learning experience.

As an instructor, I strive to use active or experience-based learning approaches as much as possible. I've always felt that people learn best by doing or experiencing something. In my teaching I want students to learn by experiencing the world of plant pathology either by bringing it to them, or taking them to it in the form of specimens, locations, audio/visual media, and accompanying stories. The laboratory component of a class provides the core for active or experience-based learning as well as the opportunity to teach creative problem solving. The use of lab exercises that challenge students to ask questions and develop and test hypotheses to arrive at the answers allows them to experience the discipline in the real world and promotes independent problem solving. My role in these exercises is to help students identify important questions, develop valid tests, and reach sound conclusions in the hope that they will be able to ask and find the answers to scientific questions of their own in the future.

Addtionally, I feel that providing regular, prompt feedback on assignments and tests is important for improving student learning. Positive feedback, in the form of praise or constructive criticism further facilitates communication between the student and myself and encourages further learning.

As a teacher, I improve with experience and by changing my teaching practices to meet the needs and levels of understanding of the students. I feel that I can only become a better teacher by becoming a better listener so I welcome suggestions from peers and students alike. My teaching also becomes more successful the more accessible I make myself to the students, so I strive to ensure my availability outside of the classroom. Overall, I want to facilitate communication and stimulate excitement for learning with an enthusiastic, yet patient demeanor and a casual classroom environment.