My teaching philosophy is founded on my own” Three Rs,” Responsibility, Respect, and Relevance. These elements form a contract between my students and myself and are interactive and reinforce each other. I discuss my teaching philosophy with my students at the start of each quarter. I feel it is important that students have a grasp on my general approach so they might better understand what to expect from the class and myself as the instructor, as well as what is expected of them as students. In my opinion, any teaching philosophy must actively include the student who is the center of the learning process.

Responsibility
Taking individual and collective responsibility, by the instructor and the student, is critical for learning. As the instructor, I take responsibility to be prepared and to actively work to create a positive learning environment, to be sensitive and willing to alter the course to better serve my students, to be clear about by expectations for success, and to place my learning objectives in a broader social context. As the saying goes, “you can lead a student to knowledge, but you can’t make them think.” For the student, responsibility entails being a participant in his/her own learning experience and those of her/his peers as well as the willingness to except both the positive and negative consequences of the student’s actions and words. Collectively, we are all responsible for what takes place in our class and in making it a space that is open, safe, and intellectually engaging. The public subsidizes our education. The expectation is that as the privileged few we strive for excellence. Moreover, while repeating the personal benefits of a university education we embrace our broader responsibility to improve and serve society.

Respect
Learning cannot take place if we do not respect ourselves and our peers, our teachers, and the system in which we teach and learn. As the instructor, I pledge to respect the student as an adult, a worthy human being, and a partner in the educational process. I will work to engage student’s opinions and analysis in a non-judgmental, intellectual, and empathetic manner. For the student, self-respect is crucial. Students in this university have earned the right to be here and are capable of meeting all the intellectual challenges and excelling. Their analysis and informed perspective has merit and worth both in the class and in society as a whole. For both the instructor and the student, the realization that peers also have earned the right to be here and thus deserve our respect, that respect is reciprocal and builds upon itself, and that faith in the institution, despite any flaws, is instrumental in embracing our tasks and being successful. One can be critical and respectful and this balance is key to a civil society.

Relevance
It is the instructor’s responsibility to make not only the content but also the context of a course relevant to the student. Relevancy in content involves making clear the purpose and benefit of course material to the process of her/his education as well as for life outside the university. Every course is a skills course and provides important insights and knowledge that benefit the student’s development as a member of society as well as developing expertise in a particular discipline. I pledge to make the relevance of material and tasks clear to both my students and myself. The context, or the form, of the course must also be relevant and not simply rely on historic educational forms. These strategies include having multiple, but interlocking methods of assessment and the way the class is conducted on a daily basis. I cannot deliver knowledge, but can only work with students to uncover meaning and create understanding.