Teaching Philosophy

The goal of education is the exchange of knowledge based not only on facts but also on values. My aim as a teacher focuses on creating engaging and thought-provoking learning experiences inside and outside the classroom. I adhere to a philosophy of participatory and transformative learning using a variety of teaching techniques ranging from personal reflection to group projects. I also incorporate flexible and flipped online components into my teaching including the integration of varied media, wiki’s, video presentations and online learning modules.

My use of different teaching techniques tries to ensure that students are encouraged to delve into different facets of their studies, and ultimately emerge as self-determined and critical thinkers. I pay particular attention to specific signature pedagogies including simulations and case studies and threshold concepts relevant to the study of world politics such as authority, governance, institutions, interests, legitimacy, power, anarchy, hierarchy and sovereignty. I endeavour to adjust my teaching as the classroom environment evolves  and to foster active and participatory learning. I found my teaching by drawing on six methodological teaching and learning pillars:

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• Discussion groups and debates that connect students’ knowledge and values to the ‘world’ of politics. This is to highlight the diversity of thought and perspectives, as well as to provide an appreciation of world politics as a set of diverse theories, practices and actors. By using current and historical cases, students are equipped to apply and evaluate the explanatory power of individual theories. For example, discussion groups working through the perspectives of relevant actors in climate change negotiations, reveal a more nuanced picture for the class as a whole.  

• Analyzing, brainstorming, and writing exercises that focus individual student’s thoughts and opinions about novel and often dense information. For instance, a writing exercise that asks students to formulate a definition for a central concept in their own words allows them to become more confident when encountering these concepts in the class readings.

• Role-plays and simulations lets students collaborate in a team, thereby sharpening communication skills, teamwork and respect for diverse opinions. For example, modelling the United Nations Security Council through an analysis of a particular event enhances students’ abilities to strategize and sustain a policy position vis-à-vis other groups.

• Individual presentations and small group projects require students to reflect on their individual learning. This helps students to assess and showcase their own progress, motivation, and participation in an open and free environment. For instance, students may present their research paper findings in a three-minute video or collectively produce student-generated online wikis for a particular case study.

• As a former practitioner of international development, I aim to bring a practical and ethical focus to my teaching; drawing on my own background to relate topics to local, regional, and global intricacies. I incorporate my international study and work experiences, where appropriate, to highlight the importance for ethical judgement. I may provide a story of an ethical dilemma surrounding ‘tied aid’ to students or challenge students to take on the perspectives of directly affected peoples when discussing international migration or economic inequality. This helps students to be mindful of other peoples’ life experiences, while providing opportunities to evaluate their own. My emphasis is intended to transfer skills from the classroom to everyday situations.  In order to encourage students’ to consider their own agency, my teaching aims to empower students to analyze, articulate and appreciate their own place in the world and be cognizant of how their intended profession is interconnected with global affairs. Some of the main areas of expertise I bring to the classroom expertise on issues of Global Health (including HIV/AIDS), environmental politics, international development, transnational politics and the mobilization of indigenous peoples in intergovernmental organizations.

• I also believe that extracurricular learning is a crucial part of a well-rounded education. Given my own positive experiences, I encourage students to apply for internships and study abroad programs, and actively help them to prepare and apply for such opportunities. I aspire to encourage students to search for opportunities, take charge of their future, and find new areas of interest overseas or close to home.
  

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My strong passion for teaching is ultimately based on my belief in learning as drawing upon the diverse elements of students’ experiences and insights of thought and action. By drawing on a variety of learning techniques my aim is to connect, focus, collaborate, and reflect student’s learning. By bringing a practical and ethical focus to my teaching I hope to contribute to student development in the university setting and beyond. I seek to support individual learners’ growth and to motivate them to be informed global citizens and agents of positive change.