Teaching Practices

The choices I make in designing a course or class sessions are not only informed by my philosophical approach, but also by my reflection on effective classroom practices which encourage student understanding. The activities I chose to include in a course, the structure of my assessments, and the learning goals I design all have roots within these evidence-based practices. These practice-informed theories and scientific understandings of human learning provide essential background knowledge for me as an instructor and allow me to prioritize classroom time in a way that most effectively reaches my learning goals for students.