| Randall D. Smith Teaching Approaches and Experience randall_d_smith@yahoo.com http://www.oocities.org/randall_d_smith |
| Approaches I do not retain a “teaching philosophy” per se. I do not put faith in -isms, or paradigms. However, I have developed an interweaving set of observations, or truths if you will, about higher education. These nine principles constitute my code of conduct and beliefs about what higher education should be, and provide the goals I strive to attain. First, I see teaching as an integral part of my scholarship. My research serves to enlighten my teaching ability. It keeps me current, and at the cutting edge. My research provides an additional unique stamp on my lectures. I believe that research motivates scholarship, and remains a core principle of the academic endeavor. It serves to better my ability to impart knowledge to my students. Second, I must dare to be different. My students appreciate the variety in material presentation, and I can augment the course formula over subsequent semesters. Because I view higher education as part of the service industry, I must strive to provide good service, a superior product. This includes, but is not limited to: a) honoring different learning styles, b) teaching with patience and respect for my students, and c) retaining student intrigue. I know that students leaving the classroom unenlightened, and not wanting more may well seek another service provider who can do that for them (or, even worse, abandon their educational pursuit altogether). Fourth, it is my duty as an educator and advisor to do everything in my power (without compromising the other principles) to ensure that genuinely motivated students succeed in their college career. Fifth, I find that integrating debate over current events/research and the seminal material is very important. Students want to know how all of this applies to them, and to be granted a chance to debate its merits. Sixth, I feel that a technologically integrated classroom is required in a twenty-first century educational environment. Media and technology can be used as tools to further the academic endeavor. Seventh, I find qualitative and quantitative endeavors are not at odds, but should be utilized to inform one another, each as valid pursuits. I can then impart that knowledge to students, making them aware of the each method’s shortcomings and strengths. Finally, all general ethics principles apply, all of the time. Experience I live these principles in the classroom, thus my classroom experience is quite important. I have accumulated a great deal of teaching experience during my graduate career. I worked as a teaching assistant throughout my graduate career on four separate courses, totaling 24 credit hours. Once I completed my Preparing Future Faculty Certification, I proceeded to teach five different courses in alternating semesters as an adjunct instructor. This equates to an additional forty-two credit hours of teaching experience. Several of these semesters entailed my teaching or assisting multiple courses while attending to my own coursework. Thus, I am comfortable juggling the demands of a moderate teaching load while actively pursuing a research agenda. I currently hold a position as a Visiting Assistant Professor and will teach four courses during this academic year while I finalize preparation of my dissertation for publication. I routinely integrate the most current scholarly research into my lectures. I also incorporate my own research as appropriate. My research on race and racism informs my lectures on culture and the prospects of international cooperation. I call on my research on soft money to answer the burning question “How did so and so get elected?” My research on the former Yugoslavia provides recent world events insight into discussions of human rights, international finance, and democratization. I impart my findings on foreign relations and international commitments in discussions of international organizations, international law, and global trade. I continue to incorporate innovative teaching techniques in the classroom concomitant with these principles. All of my courses utilize debate and discussion. Many of my courses employ simulations of legislative bodies. My introductory international relations course integrates policy formation and requires a policy paper addressing solutions instead of just a paper pointing to problems. My Model UN course is nearly completely simulation-driven. It requires papers in the format of position statements, resolutions, and reports on international affairs. I also use Power Point as the main teaching tool and require student utilization of it in presentations. My international law course was fundamentally conducted online. I use Power Point with many of my lectures and am currently transferring the remaining lectures to this format. Modern culture is embraced in all of my classes. I believe that the future of higher education coincides with increased technology use. I integrate computer programs, music and videos to retain my students’ interest. My teaching experience continues to influence my conceptions of principles guiding my approaches to teaching. I believe that teaching without a “set in stone” philosophy allows for augmentation of the principles over time, save for the principle concerning ethics. While I view a philosophy as difficult to change, conceiving of approaches to teaching as principles incorporates my learning as well. I find that amendable approaches to teaching allows for flexibility in course structure and objectives, as well as lecture presentation. I see that static courses loose their appeal over time. The main effect of this stasis is a drop in student interest, which should and could be avoided. Flexibility remains paramount; keeping the students engaged keeps them coming back for more. This situation provides a positive sum game. My students keep receiving a cutting edge education. My evaluations remain high. And, I get to keep the job that I love. |
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