Jess' Teaching Philosophy

The consequences of globalization are so ubiquitous today that it almost sounds trite to suggest that the world is becoming a smaller and smaller place by the day. Indeed, the average college student might wake up tomorrow morning, drink a cup of coffee made from beans grown in Colombia, dress in clothes made in Indonesia, catch up on the latest cricket scores via satellite on a Japanese-manufactured television, and drive to campus in a car manufactured in Detroit. Yet, many students lack both an awareness and appreciation of the world beyond their campus. As a teacher of international affairs, I strive to do more than merely present my students with facts and figures that they can later recite back to me on an exam. Ultimately, I see myself as a facilitator, helping students take the first steps on a journey toward becoming more responsible and better-informed citizens of our increasingly interconnected world.

Embarking on this journey, however, requires a willingness to engage in critical thinking. As such, my classroom practices focus on fostering such critical perspectives. I encourage students to challenge not only the conventional wisdom about world politics, but also their own preconceived notions about the subject matter. While I am a firm believer in the pedagogical value of lecturing, I make every effort to cultivate discussion in the classroom through debates, games, and simulations. To this end, I do not envision myself simply as someone whose job it is to “distribute” knowledge in the classroom. Instead, give students to opportunity to share in the educational experience by creating an interactive learning environment to which everyone can contribute.

Moreover, I believe that it is crucial to incorporate the “real world” into the classroom whenever possible. For instance, I often ask students in my introductory classes to each choose a country that they will monitor in the news throughout the semester and eventually report on to their classmates. Frequently, they cite this activity in their evaluations as a valuable learning tool in terms of connecting concepts and definitions we discuss in class with actual events transpiring around the globe. When I can make that connection between theory and empirical reality “click” for the students, I truly feel that I have accomplished my primary goal as an educator.

As Albert Einstein once said, “The most incomprehensible thing about the world is that it is at all comprehensible.” As a teacher of international affairs, I consider it my charge to help students break down the complexities of the world around them and encourage them to develop a greater appreciation of the rich diversity of its political, social, and cultural institutions. I have often told my students that I consider my class is a success if, at the end of the semester, they can pick up a newspaper, turn to the international section, and begin to appreciate how the stories there fit into the broader tapestry of global politics as a whole. After all, I honestly believe that it is only through achieving a more thorough understanding the world around us that we can begin to change it for the better.