Teaching Philosophy, Objectives, and Commitment to Teaching Undergraduates Teaching as a “Responsive Motivator” My pedagogical approach to teaching centers on serving as a “responsive motivator” for my students. Motivating students to develop into critical thinkers and life-long learners dedicated to serving their community is undoubtedly the most important and rewarding contribution one can make as an educator. I believe it is essential to set a positive tone and provide clear standards for student performance by introducing a social science framework for understanding key concepts and relationships, encouraging interactive discussions, emphasizing the necessity of respect for different points of view and cultures, and calling for diligence and professionalism in the completion of course tasks. Just as importantly, being a responsive motivator requires me to be receptive to student ideas, questions, and feedback. I believe very strongly in always being available and responsive to students both in and outside of the classroom. As such, educators should provide nothing less than a top-quality learning experience that treats students not as numbers, but as familiar faces engaged in scholarly dialogue with important and unique perspectives and career goals. Below I elaborate on this philosophy. Teacher-Student Engagement A strong foundation of trust, respect, and professionalism between professors and students is imperative for the exchange of ideas to be effective. While it is in the best interest of the students for the instructor to take the lead in motivating and directing class discussions to insure they progress in a respectful and productive manner, students must also actively engage in the learning environment. Assigned readings and texts often demand thoughtful interpretation, and students can best learn how to think critically through active engagement. Engagement ensures that the teacher-student relationship is a two-way street and allows students to experience how important and useful it is to exchange ideas with both the instructor as well as their peers. Class Environment and In-Class Learning Constructive learning requires a classroom atmosphere that promotes a culture of inclusiveness and diversity of ideas. In such an environment, students are better able to interact with peers whose ideologies and backgrounds may differ from theirs. Teaching the study of politics as a science serves as a vehicle for promoting this kind of progressive learning. This approach requires me to utilize the basic principles of the scientific method as a foundation for teaching in the classroom. I often present relationships between concepts within a cause and effect perspective. The extent to which I rely on this method for a given course depends on students’ previous coursework and the level and subject of the course. For instance, in an introductory class, I often focus on cause and effect relationships and their significance without delving too deeply into the operationalization of variables, analytical modeling, or testing of hypotheses. On the other hand, for an upper-level undergraduate course or graduate seminar, I provide specific examples for relationships that have been or may be analyzed, including the manner of collecting and utilizing data to test a given hypothesis. In all cases, my main objective is for students to learn how to define, understand, and use ideas and concepts in a manner that is relevant and applicable to their socio-political experience. Outside Learning Teaching involves more than the learning activities that take place in the classroom. I also encourage students to take full advantage of the academic resources made available to them by the university, including providing students with direction on how best to utilize the various archival, computer, and funding resources available on campus. As an example, I introduce students to the process of developing a scholarly research paper that requires they review key areas of the literature and analyze data. To support this assignment, I teach students how to assess scholarly ideas, find gaps in the literature, empirically test hypotheses, report key findings, and offer novel critiques and insights. In conducting their research outside of class, students should also become familiar with the process of properly citing and formatting scholarly work, particularly as they move towards submitting their research for review in scholarly outlets. Civic Engagement As an educator in the field of political science, I strongly believe in preparing and motivating students to be active citizens. After all, an individual’s capacity to “When educating participate meaningfully in the political process rests largely on one’s the minds of our knowledge and understanding of the institutions and rules of law that youth, we must not govern society. At the core of my vocation as a teacher is a focus on forget to educate helping and strongly encouraging students to explore and debate important issues affecting their community, think critically about how their hearts.” to solve societal problems, and engage in activities that directly address such issues. With this goal, I include service opportunities in my courses by encouraging students sign up for at least 510 hours of volunteer work during each semester. To my delight, not only~Dalai have Lama a great number of my students taken up the call to serve the community, many have far surpassed the minimum required for credit with commitments as high as 30-40+ hours. Mentorship As a mentor, I am dedicated to advising and guiding my students not only with their immediate scholastic development, but also with respect to the planning of their longer-term educational and career goals. Therein, I believe that one should work hard to motivate and help students in their efforts to seek out and apply for scholarships, fellowships, internships, entrance into graduate programs, and other career opportunities. In my efforts thus far, I have helped students to, among other things, present their research at high-profile events such as the University of Michigan’s “Emerging Scholars” conference, participate in study abroad programs, enter into top-ranked doctoral programs, and obtain prestigious positions in the public and private sectors. Progress in Teaching: Reflection and Looking Forward I view teaching as a noble profession that comes with great responsibility and an opportunity to make a strong, positive impact on the lives of others. In my years as a student and my development as an educator, I have had numerous teachers and colleagues who have served as “responsive motivators” on my behalf. Their encouragement has given me direction and purpose. For my part, I have been inspired to follow the example of my mentors by helping students to seek out their own goals and aspirations. Looking forward, I aim to continually develop and improve on my skills as a “responsive motivator” in order to provide an increasingly effective, engaging, and enjoyable learning experience for my students for years to come.