Teaching Philosophy

My teaching is grounded in the belief that learning science is most meaningful when it can be used to solve problems. Whether in the classroom or engaging with growers and stakeholders in agriculture, my goal is to provide an inclusive classroom that teaches students to make informed decisions that reflect evidence-based scientific knowledge and be able to communicate that knowledge to others.

Classroom focus

In plant pathology, learners must first understand the disease triangle, the relationship between host and pathogen, and how the environment influences disease incidence and severity. I aim to help students build the skills needed to access the many factors that affect disease in plants by providing real world examples on how to interpret data, learn the basic biology of the most common causes for plant diseases, create management strategies, and diagnose diseased plants.

I incorporate active learning by engaging students in authentic, real-world case studies. For example, a student may be presented with a diseased plant on a field trip and be asked to generate a hypothesis using their observations and background knowledge and create a management plan. This activity promotes higher order thinking that align with constructivism, leading students to be active participants in their own learning. Incorporating real-world examples and stakeholder-driven questions enhances relevance and supports learning by contextualizing the class within applied systems.

Extension focus

In the context of an Extension position, where we serve as a bridge between research universities and the public to improve agricultural production, I prioritize applied learning in workshops and talks. The focus of these talks must be learner-centered, where growers have the opportunity to discuss what they are dealing with on a day-to-day basis. It’s up to us as educators to provide solutions to agricultural issues and be able to educate the public based on their needs. In a workshop setting, this may look like inviting participants to evaluate symptoms, interpret lab results, and integrate data driven management strategies into their own farms. 

Online asynchronous teaching

There are clear advantages to online learning for students of diverse backgrounds who require reduced barriers to participation to achieve their educational goals. Online students may have a different set of responsibilities (family obligations, job responsibilities, etc) than in-person students. In order to engage in meaningful online learning, we as instructors need to find ways to keep students engaged in the learning process. By offering many different opportunities for learning, like creating written content, audio and video, and active discussion boards, I prioritize meeting students where they are. We can take advantage of the online format by providing a diverse set of resources for students and better serve a wide range of students. 

Asynchronous learning demands that students be autonomous. This can be a challenge for many online learners. It is therefore important that the course design is organized and that expectations are clearly set, so students can focus on the course content and not on the structure of the class. Creating a curriculum that builds as the term progresses, using Bloom’s Taxonomy, sets up students for success. Early assignments can focus on remembering and understanding, and move to higher-order thinking, applying and analyzing, and ultimately assign a final project or paper that synthesizes everything a student has learned by having them evaluate and create. 

Reflections

My commitment to active learning is reflected in the assessments I design. My teaching philosophy, whether in the classroom or at a grower meeting, is to impart transferable skills through active learning, authentic assessments, and inclusivity. I aim to prepare learners for a career in agriculture and for them to be able to communicate effectively in their careers. 

Extension is important to me because it represents the connection between science, education, and community. I view Extension as a way to ensure that research benefits the communities it serves. My first meaningful experience with Extension was through the Master Gardener Volunteer program, where I discovered not only a passion for horticulture but also how research-based education inspires change. The knowledge and skills I gained through Extension motivated me to pursue horticulture and eventually plant pathology as a career. As a nontraditional student who entered science later in life, I appreciate the importance of creating accessible educational opportunities that help people develop confidence and curiosity.