It is my experience that students learn better when they play a role in their own education. This is true for several reasons. First, I’ve found that students are more motivated when they have “ownership” of what is expected of them. In a lab setting, when students develop their own research in class it is more meaningful than if they are given a “cookbook” lab to perform. Second, when students are involved in their own learning, they can apply the curricula to their own lives more easily. Science is an active process; it makes sense that learning about it should not be passive.
“He always wanted us to think for ourselves and come to the correct conclusions, which helped me learn much more than if he were to just give me the answer.”
“He is great at getting everyone going in a discussion.”
“Isaac asked tough questions and really made us think, which was good.”
“Isaac was a very good teacher. He was kind, helpful, and willing to go the extra mile to help students.”
Throughout my teaching and graduate career I’ve pursued excellence as an educator. While a high school teacher I took a number of graduate courses in secondary education to continue my professional development. Since entering graduate school I’ve continued to seek resources to further improve my teaching. I’ve completed a Specialization in College and University Teaching, I was a Graduate Teaching Fellow, and have served as a facilitator for UCAT New TA Orientation. I’ve utilized a number of resources to get feedback on my teaching including formal and informal, as well as mid-term and end-of-term evaluations. I’ve also utilized university resources such as the Small Group Instructional Diagnostic (SGID), which provides anonymous feedback from students through an outside consultant. The results of the research I performed as a Graduate Teaching Fellow made it clear that ongoing professional development is important to developing as an educator, and I plan to continue to do so as a faculty member.