An unknown author once said, “An educational system isn’t worth a great deal if it teaches young people how to make a living but doesn’t teach them how to make a life.”  Upon reading these words for the first time several years ago, I was struck by the way in which they capture the very essence of what it is that I believe my job is as a teacher.  For me, the classroom is more than a venue through which to impart knowledge.  Instead, it is an opportunity to live in community with others while learning to recognize the role that we each can play in transforming society.

Central to my philosophy of teaching is the notion of “classroom as community.”  This idea shapes both the way that I approach my students and the expectations that I have of them as learners.  In my classroom, I take aims to ensure that each student feels as though they have a voice.  I take a constructivist approach to instruction, often challenging students to be confident in their responses as we seek understanding of the material together.  In doing so, I take efforts to create and manage a classroom environment in which diversity, in all regards, is championed and recognized as central to the learning process and our call as social justice-focused higher education professionals.  As is the case in any community context, disagreement may be a part of our educational journey.  Yet, I firmly expect all members of the class to treat each other with respect and appreciation.

Tied to the expectation that I have of mutual respect is the idea that our classroom community will be one in which all members put forth their best effort.  As their teacher, I believe that begins with me.  In light of the vast body of research highlighting the role that faculty members play in shaping college student experiences and outcomes, I recognize the unique opportunity that teaching presents.  Whether preparing for a classroom session or returning feedback on students’ assignments in a timely manner, I maintain that one of the best ways that I can show respect to my students is by putting the utmost care into the work that I do for them.  I believe that the details matter.  Further, I believe that my job as teacher is tied to my ability to recognize my role as a learner and my willingness to take the time to get to know my students.  My hope is that my intentionality in demonstrating respect for the classroom community will inspire students to engage wholeheartedly in the community as well.

Framed through the lens of community, my classes are structured with experiential learning as a core educational strategy.  By intentionally creating a context wherein people matter as much as the course material, I am able to afford students a safe space wherein to wrestle with the course content and decipher how best to transfer scholarship to practice.  In addition, I strive to provide a variety of purposeful opportunities for students to engage in projects with one another—opportunities that prepare learners for the collaborative and adaptive nature of higher education while challenging them to think beyond their own narrative.  With a heavy focus on learning beyond sheer knowledge acquisition, the elements of my courses are strategically chosen in such a way that students are required to, at the very minimum, apply the course content in relevant postsecondary settings.  When feasible, this application-oriented learning experience involves connecting my students with higher education professionals through group projects that provide a service to the larger campus community.  Though they may take more time to plan and implement, I believe that educational experiences such as these are well worth it.  After all, they go one step farther in teaching the next generation of higher education scholar-practitioners how to truly “make a life.”