Teaching Philosophy

A focal point of my teaching philosophy is to create a supportive, non-threatening, and co-learning environment. These characteristics, derived from constructivism, emphasize the importance of viewing students as active agents. My role in the teaching-learning environment is to act as a facilitator; instead of the traditional depiction that views the teacher as the central figure. Constructivism-based principles are evident with the learning experiences I embed throughout my classes. For instance, all of my classes have group work, which requires students to communicate, collaborate, and connect with classmates. Furthermore, I seize every opportunity to provide my students with real world experience. Clinical fieldwork serves as a means for my students to apply information learned in the classroom to authentic settings. Most importantly, constructivism places students at the center of the teaching-learning environment.

My teaching philosophy is best described as being in motion. Pacific's 2020 initiative emphasizes the ever-evolving landscape of higher education. Today's information age dictates that for professionals to stay relevant, they must respond to change. I believe the Sport Pedagogy program has made tremendous progress with embracing similar values outlined in the Pacific 2020 framework.

Scholarly Interest

Since my arrival at Pacific, I have appropriated attention toward instructional technology, occupational socialization, and decision-making issues within the physical education domain. During the Fall 2013 semester, I collaborated on a project that was published in the Global Journal of Health and Physical Education Pedagogy, a peer-reviewed journal. This project examined the efficacy of pedometers to motivate elementary-aged children to become more physically active throughout the school day. In 2014, I contributed my physical education expertise to a project that was published in the Journal of Exercise Physiology, a peer-reviewed journal. Most recently, I was able to publish a project in the Journal of Teaching in Physical Education that examined strategies to integrate technology into a Physical Education Teacher Education curriculum.

HESP 100 - Introduction to Research
HESP 120 - Instructional Strategies and Methods
HESP 121 - Analysis of Team and Individual/Dual Sports
HESP 123 - Analysis of Non-Traditional Sports/Activities
HESP 131 - Assessment and Evaluation
HESP 152 - Secondary Physical Education
HESP 187d - Sport Pedagogy Internship I
HESP 187e - Sport Pedagogy Internship II
HESP 260 - Advanced Teaching/Coaching Methods