TEACHING PHILOSOPHY

Education is an evolving process. Learning is dynamic, complex, personal, imperfect, experiential and experimental. As an educator, I consistently seek innovative ways to improve my pedagogical practice by researching educational trends.

As an educator, I am also a learner, a student harmonizing theory and practice to the application of content that can be conveyed, discussed, analyzed, experienced, synthesized and evaluated to ensure academic success.  

In this day of technological advancement and virtual flood of information, it is imperative to ignite and engage the creative and ‘media-rich’ student. It is critical to impart concepts that are accurate, novel and above all, timely. The overflow of content received outside of the classroom can be chaotic and filled with dichotomies that we – the educator – must render into seamless knowledge that makes a magnanimous impression.  

My goal as an educator is to inform, equip, enable, evolve and inspire the student to become a professional and a successful cross-functional leader.

TEACHING METHODS 

As an educator, I employ varied teaching methodologies to engage all learners — visual, auditory, kinesthetic and impaired community.

INTEGRATIVE | INCLUSIVE LECTURE

I utilize interactive lecture to introduce new content. Interactive lecture involves lecture and break periods to involve the students. The breaks are used to reinforce knowledge and to access the students’ understanding of the material. I pose inquiries to engage the learner and ultimately stimulate an active exchange in a creative environment. To enrich my courses, I instill the virtue of inclusivity and validate diverse thinkers.

TECHNOLOGY | DISTANCE EDUCATION | ONLINE LEARNING

I utilize Canvas, learning management system, to build traditional, hybrid and online courses. With the progressive nature of technology and availability of smart-rooms, I consistently incorporate multi-media presentation to engage learners.

COOPERATIVE LEARNING

When students collaboratively work to learn it tends to breed a positive interdependence among students. I believe this non-competitive approach to learning not only involves all students, but  broadens the learning outcome with a push-pull, face to face interaction that foster unique ideas. The dominant cooperative learning methods I employee are group discussions/projects, simulations and case studies.

 SMALL GROUP DISCUSSIONS – Intimate groups permit an informal learning environment and allow a safe space for different points of view. Typically, I pose a complex question to stimulate critical thinking. I present a desired outcome boundary and allow students to interact, voice opinions and strategically solve problems. This method allows for maximum student participation to achieve the learning outcome. Students interact respectfully and learn how to work as a team regardless to unparalleled perspectives. Students formulate answers and present to class.   

SIMULATIONS – Networking is a powerful tool. I’ve incorporated role play simulation into my courses to provide ‘live’ spontaneous interaction. Students assume different roles of people involved in a problematic situation and try through acting to find solutions. Students experience different roles, test their ideas, try new techniques and use creative methods to solve problems.  

CASE STUDIES - Bringing ‘real life’ scenarios into the classroom is a magnificent way for students to practice their knowledge and use new concepts learned in the course or other disciplines within their studies. Cases studies illustrate major problems and solutions encountered in the industry. I present case studies in general class discussion; for use in small work groups; or as an impetus for role playing.

PROJECT-BASED LEARNING

When students learn by executing projects with creative freedom to format and illustrate their perspective, a powerful connection can be ascertained. As a creative person, I believe the creative student needs a platform to launch his or her idea. Projects help students to fuse theory to practice and explore their personal mark of excellence within set parameters and guidelines.  

SYNTHESIS

I believe hands-on learning is critical. Students have the opportunities to elevate their understanding to a new level. I consistently ask students to bring materials to class that relates to topics of discussion. In fashion courses, students present materials that provoke thought or dichotomy that creates a robust discuss to expound upon their point of view. Learning occurs through experience.

FIELD WORK

Research is paramount. Students conduct market research outside of the classroom environment through observations. Specifically in fashion courses, it is imperative for student to venture into brick and mortar or online retail environments. Field excursions are a significant path for a students to gain hands-on experience. I schedule field trips and/or field research in all courses. 

DEBRIEFING

Tying it all together! Surely, a wrap session is a necessity to coalesce knowledge and active thinking. I summarize concepts with questions that are reflective for student to ‘try-on’ the content. Students are challenged to take theory into practice and personalize it into their studies and workplace.