Michele L. Parker, M.S., LAMFT
Department of Child & Family Development
Marriage & Family Therapy Program

Contact Information:
1Lparker@uga dot edu
(706) 542-4486

Personal Teaching Philosophy

Teaching and Learning:

I conceptualize learning and teaching as a collaborative experience, in which the instructor and students are both engaged in the process of providing and receiving information. In order to provide the optimal environment for learning, students are encouraged to offer feedback throughout the semester. This is implemented by collecting multiple mid-term evaluations from students regarding course policy, material, and overall structure. These measures are intended to encourage students to become active participants in their learning. In order to further collaborative environment in which students feel a sense of community, project/study groups are assigned to foster the skills of interdependence and promote learning from fellow students. It is my belief that these elements combined with the effort and motivation of the student results in the most advantageous setting for learning to occur.  

Students Goals:

My overall objective for students is to become informed about the course topic and be able to critically evaluate information in order to offer innovative additions and alternatives to their field. Applied to teaching, I utilize a developmental perspective by incorporating skills for learning that extend beyond the scope of the current course topic. Specifically, teaching effective study habits, utilizing available campus resources, and relying on peer-support to meet their goals for the course. Students are expected to expound on course content by applying to personal or professional scenario related to child and family development. Depending on the developmental level of the student (i.e., first-year, fourth-year student), additional skills may be emphasized, including efficient time-management, career searches, or graduate school resources. It is my long-term goal for the students to apply the information offered in the course to situations they will encounter in their professional lives.  

Implementation of Goals:

Different learning styles are fostered through the use of multiple methods of instruction. These may include the use of popular media, topic discussion, and/or group project presentations. To guide the students in becoming efficient professionals in their field, additional readings are assigned in order to enhance the students’ ability to comprehend and critique current research. The information in the course is used to practically apply course readings to current research articles. These collective efforts of course design are intended to result in the generation of excitement and assertion as professionals in the field.

Assessing Student Learning:

I implement multiple techniques to assess student learning over the course of the semester. Particular assessment measures are used based on the developmental level of the course. For introductory courses specifically, minute papers and muddiest point assessments are taken on a regular basis. Such measures are implemented so that I may receive frequent feedback on students’ comprehension of course content. In more developmentally advanced, upper-level courses assessment techniques such as reading journals are reviewed in order to highlight relevant points and guide class discussions. Continual evaluation of course information is designed to further facilitate a collaborative environment, in which each student contributes to the direction of his or her own learning.

Last Updated: 10-21-08