Learning Objectives
A number of the College's Institutional Learning Outcomes are central to my teaching.
Substantive Knowledge
The very nature of my field (Family and Human Development) means that the concepts that students are learning in the course serve a dual purpose: for professional application and for personal application. As such, it's doubly important that my students understand the core concepts of the class--the "wicked problems" that we grapple with. By way of example, in my Marriage and Family Relations class, we spend quite a bit of time studying the problems that occur in the early years of marriage. I want them to understand this material not just for their future clients, but also for themselves. That way, they can assist a client who is experiencing those challenges, and they can navigate the issues when they inevitably arise in their own lives. This dual focus is reflected in comments that I hear from almost every nontraditional student who has come back to school after having raised a family: "I wish I had known this material when I was young!"
Critical Thinking
I use a lot of questions in class and in student assignments. Most of these are open-ended questions, and I often explicitly tell students that "I'm not looking for a 'right' or 'wrong' answer--I'm just interested in what you think." I want them to have opportunities to think deeply about difficult issues and consider new perspectives. To that end, I regularly have students discuss issues with their peers. In doing so, they naturally run into some areas where their viewpoints differ, an experience that is essential for students' ability to think critically about their own perspective--to consider new ideas, to add nuance to their own viewpoints, etc.
Effective Communication
As noted above, I require that my students engage in considerable interaction. In addition to the benefit of prompting critical thinking, interaction helps students develop communication skills. My students regularly engage in articulating their viewpoint on various issues, many of which are controversial and nuanced. ("What is the youngest the law should allow a person to get married, assuming a parent gives their consent?" or "If abortion law were tied directly to prenatal development, when should the law allow/prohibit abortion and why?") Listening to others also facilitates each student's ability to develop cogent arguments and skills in articulating their own views.
Working with Others
Similarly, classroom interaction helps student develop the ability to work with others in a professional and constructive manner. They learn that they can disagree without being disagreeable, and because they work together regularly, they develop deepening relationships with another, allowing them a safe place to express new ideas, counter the viewpoints of others, etc.
Substantive Knowledge
The very nature of my field (Family and Human Development) means that the concepts that students are learning in the course serve a dual purpose: for professional application and for personal application. As such, it's doubly important that my students understand the core concepts of the class--the "wicked problems" that we grapple with. By way of example, in my Marriage and Family Relations class, we spend quite a bit of time studying the problems that occur in the early years of marriage. I want them to understand this material not just for their future clients, but also for themselves. That way, they can assist a client who is experiencing those challenges, and they can navigate the issues when they inevitably arise in their own lives. This dual focus is reflected in comments that I hear from almost every nontraditional student who has come back to school after having raised a family: "I wish I had known this material when I was young!"
Critical Thinking
I use a lot of questions in class and in student assignments. Most of these are open-ended questions, and I often explicitly tell students that "I'm not looking for a 'right' or 'wrong' answer--I'm just interested in what you think." I want them to have opportunities to think deeply about difficult issues and consider new perspectives. To that end, I regularly have students discuss issues with their peers. In doing so, they naturally run into some areas where their viewpoints differ, an experience that is essential for students' ability to think critically about their own perspective--to consider new ideas, to add nuance to their own viewpoints, etc.
Effective Communication
As noted above, I require that my students engage in considerable interaction. In addition to the benefit of prompting critical thinking, interaction helps students develop communication skills. My students regularly engage in articulating their viewpoint on various issues, many of which are controversial and nuanced. ("What is the youngest the law should allow a person to get married, assuming a parent gives their consent?" or "If abortion law were tied directly to prenatal development, when should the law allow/prohibit abortion and why?") Listening to others also facilitates each student's ability to develop cogent arguments and skills in articulating their own views.
Working with Others
Similarly, classroom interaction helps student develop the ability to work with others in a professional and constructive manner. They learn that they can disagree without being disagreeable, and because they work together regularly, they develop deepening relationships with another, allowing them a safe place to express new ideas, counter the viewpoints of others, etc.