Philosophy of Teaching & Learning

 

         

          The practice of dental hygiene is both an art and a science. Likewise, so should be the instruction of it. I believe in teaching that combines the highest-standard of scientific content, cutting-edge technology, and current research, with methods that are creative, fun, interactive, and engaging, to culminate in an experience from which all participants emerge enriched individuals…including myself. In healthcare, acquiring even the fullest measure of technical knowledge and terminology is only half of the puzzle; learning to work effectively with people—who are often frightened, ill, or experiencing varying levels of discomfort—is the learned social skill that puts all the pieces into place. Such skills are learned through cultural immersion group work, which includes the research and presentation to fellow classmates of various cultures and people groups; and is put into practice in the student’s clinical rotations, both on campus, at various public health facilities locally and around the world. Students participate in pre-and post-clinic group huddles in which we discuss not only clinical challenges and solutions, but diversity, and cultural implications to treatment and patient relations.

          I believe higher education ought to foster growth not only of one’s intellect, but of the human element, challenging students to reach their full potential both as professionals and as people. I advocate utilizing a variety of instructional methods and integrating advanced technologies, such as flipped classrooms and blended learning, to accommodate diverse learning styles and backgrounds (Faculty Focus, 2009). I have a high-degree of cultural sensitivity and maintain the strong belief that diversity enhances the learning environment by promoting understanding and open-mindedness (O’ Neal, 2007). I believe great teaching extends beyond the transmission of knowledge to the discovery of new worlds and broadened ways of thinking, and that effective learning means more than rote memorization. It is about life-engagement. While individual research, professional writing, and routine assessment of outcomes remain a staple of any health science course, I also facilitate a great deal of group work, class discussion, and case-study/problem-based activities into my classroom to foster social interaction and creative innovation.

          Healthcare providers are educators by default, as we not only treat a patient’s health condition, but are charged with the responsibility of teaching them about it as well. As a clinical instructor, I have gained valuable teaching experience as I supervise and assist undergraduate students to become proficient, effective, and comprehensive healthcare professionals. I thrive in an educational environment and in helping others achieve their academic and life aspirations. Teaching has become both rewarding and compelling for me in a way limited by clinical hygiene practice alone in that I not only help to shape the skill and quality of care of each of my students, but also, in turn, of each of their future patients. Teaching, for me, is not about a display of my knowledge base or experience, but about having an active hand in raising the next generation of dental care providers who will serve as the innovators of the future of our field. It is a breadth of responsibility that I bear with both enthusiasm and great care.

          Creativity, real-world experience, and a sense of humor are integral to my ability to connect with college students in a practical and approachable way. From my students, I require respect, professionalism, utmost effort, and open, two-way communication. In return, I invite frequent and routine assessment of learning outcomes and student evaluation as a means of continually expanding my understanding and advancing my craft. Assessment is based off of carefully constructed learning outcomes articulated per the guidelines established by the Higher Learning Commission (HCL). I assume a comprehensive approach to assessment, measuring student learning as it is performed both internally, through direct and indirect measures, such as the Dental Hygiene Assessment of Student Learning, and externally, via the National Survey of Student Engagement (NSSE, 2010).

          It is my goal that students be transformed into competent and caring dental hygienists, making the definitive transition from student learners into professional colleagues with whom I would proudly serve.

          I am a student of life and seek perpetual growth not only in leading my students, but alongside them as well. The moment I stop believing in my ability to absorb fresh information or to learn new things, I cease to be an effective educator, because learning is not a skill, it is a life journey. 

 

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References

 

Faculty Focus, Special Report. (2009). Philosophy of Teaching Statements: Examples and  

          Tips on How to Write a Teaching Philosophy Statement. May 2009. Retrieved January             2014 from: https://bblearn.nau.edu/bbcswebdav/pid-2994267-dt-content-rid-        

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          of-teaching-statements%20copy%281%29.pdf

 

Higher Learning Commission. 2014. The Criteria for Accreditation and Core

          Components. Retrieved February 2015 from: https://www.ncahlc.org/Criteria-    

          Eligibility-and-Candidacy/criteria-and-core-components.html

 

National Survey of Student Engagement 2010 (2010). The Student Experience in Brief:

          NAU. Retrieved November 2014 from:          

          https://bblearn.nau.edu/webapps/blackboard/content/listContent.jsp?    

          course_id=_87907_1&content_id=_2640395_1&mode=reset

 

O’Neal, C., Meizlish, D., & Kaplan, M. (2007). Writing a Statement of Teaching

          Philosophy for the Academic Job Search. The Center for Research on Learning and

          Teaching Occasional Papers series, University of Michigan, No. 23. Retrieved January                 2014 from: http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no23.pdf