Teaching Philosophy

As a technology professional and college instructor for the past 23 and 16 years, respectively, I have not been short of opinions in the fields of business and education. In recent years, my teaching philosophy has evolved from an instructor-centered to a learner-centered framework. It is still my position that institutions and academics should be keenly aware of the current state of higher education across the different modalities to invoke metacognition and deep learning. However, recent studies show that dominant understandings of expertise no longer align well with contemporary academic workplaces that are now characterized by complexity and uncertainty (Kaczynski, McMullen, & Tennant, 2009). As a result of these renderings, I focus on providing education that is more relevant to the needs of students and their potential employers.  As a 21st century academic, I believe students’ involvement in the planning and execution of classroom instruction can result in the optimal learning experience. In my classes, I strive to facilitate a safe and nurturing environment that invites students to share [any] detail they deem necessary to augment their learning potential. This type of environment can only be sustained if there is a trusting instructor-learner relationship.


*Currently a docoral candidate in the Adrian Dominican School of Education (ADSOE,  Leadership/ Higher Education Administration) at Barry University. My current research information on: Harold Seabrook on ResearchGate .