Teaching Philosophy

Concept of Learning

I see learning as a spectrum of understanding. I meet students where they are, providing supportive assistance where possible. Learning is a measure of growth within a student’s context, and I seek to value individual goals as a measure of learning. Learning with technology has its relevance as it pushes learners towards being engaged, curious, motivated, and goal-oriented.

Concept of Teaching

In my current role, I am a guide that travels with students through various touchpoints of their academic career. I follow multiples methods of support for students, one of which is intrusive advising

“As advisors it is important to be intrusive without intruding, and be warm, friendly and inviting while still providing the tough love and information that students need to hear.”

I see teaching as a path that teachers take with their students, guiding them toward specific milestones while using methods that are inclusive, current, and mindful. I see technology as a tool to reach these milestones, incorporate fresh perspectives, engaging lessons, and training students with 21st century skills.

I also practice interpretive advising, which is a method developed by my mentor and former supervisor, Laleh Shahideh. Through interpretive advising, I help students view their efficacy in the world; when the basic needs of students are managed, they are able to thrive in the classroom.

Goals for Students

My main goal for students is that they will experience personal and academic growth while a student at USF. The measure of a successful experience for students in college is uncovering a major that they enjoy and find useful, feeling connected to the University as a whole, gaining related work/internship experience, ease in navigating complex processes, and feeling a sense of personal volition/choice in their lives.

Methods I Use

I communicate via phone, in person, or email with students. Arranging meetings with students is challenging: often I wait for students to come to me, but this method excludes many students if I do not outreach often to them.

We are assisted in our outreach efforts by a new Salesforce case management system that I have helped implement for our team. We are able to gather accurate data about students and can develop plans for outreach based on personalized factors.

Progress reports are also a way to create a touchpoint to meet with students (these can be due at multiple times in the semester or just around midterms). These reports compel students to have conversations with their professors and holds them accountable to someone else about how they are doing in classes. We then discuss these progress reports in person and develop plans of action based on the results.

Interactions with Students

In our office, we say that we serve students holistically. What this means in practice is that I ensure that all of a students needs are being met, and I create plans of support when necessary. This also means that if I do not have the answers that students need, I find them.

I am constantly trying to “close the loop” for students: whether it’s through registering for classes, declaring a major, or figuring out why they are struggling in their math class.

I also frequently try to break down complex situations into achievable tasks (for example, applying for a scholarship or finding support in a difficult class).

Student Examples

Ari

When I first met Ari he seemed more interested in partying and social responsibilities than in school. He was on probation and was then academically disqualified. After going through an appeals process and becoming reinstated at our university, Ari took this moment in time as serious as he could, seeking advice and counseling from friends and a life coach. He found new purpose in school and threw himself in fully to his work. Ari graduated last year; he was the first student that brought me a gift from his home country, Kuwait, which I proudly display in my office.

Naomi

Naomi was a student that struggled from the moment she got into college. She had various personal issues interfere with academics which quickly landed her on probation. We worked closely together for 2 semesters as she defined and refined her personal and educational goals. Naomi ended up leaving USF and transferring to a school on the peninsula that let her be involved with family while also going to school full time. Though I was sad to see her go, leaving our university was a much better situation for her in the long run and I know that she made the right decision for her.

Paula

Paula is a traditional transfer student. She completed a lot of credit at community college, is married, and had a good sense of what she wanted out of 4 year college. Her situation came to a head when her ideas about what she wanted to study clashed with her abilities (she was on probation and was then disqualified). Paula had issues with undiagnosed disabilities (possible dyslexia and anxiety) which led her to reconsider her choice of major. It was very difficult to go through changing her major but when she did it was like 50 pounds had been lifted from her shoulders. She will graduate in May 2017!

Assessment of Learning

I have years of qualitative feedback I’ve received from students and faculty about services that I or my team has provided. We are constantly striving to best serve the entire university community; as such, we respond and react appropriately to a diverse array of needs. The new case management system, built on the Salesforce platform, will allow us to build out a more formal assessment/evaluation structure based on needs assessments, satisfaction surveys, and data analysis.

Professional Growth

I have been heavily involved in the Salesforce implementation team, and have enjoyed finding ways to bridge gaps in our services with technology. I have attended numerous Salesforce oriented conferences, including the recent Higher Education Summit in Austin, Texas. I am also a member of the National Academic Advising Association.

Additionally, I take advantage of all campus learning opportunities I can, whether it is through our human resources department or visiting speakers on campus. I am a passionate advocate for education at any age and am fortunate to be a member of such a vibrant learning community here in San Francisco.