Gregory Young

Philosophy of Teaching

As a first-generation college student, I hold a great appreciation in the power of education and teaching not
only for individual growth and edification, but also as a primary objective for social improvement, within
both local and global communities. My coursework in a variety of different disciplines has given me not
only a respect for different cultures and identities, but also different backgrounds and styles of learning. In
an age of increasingly multimedia, technological, and transnational involvement in daily lives, I think the
ability to come together and discuss theories, practices, and other ideas as is done in the classroom is an
important, yet rare opportunity.

Learning comes in a variety of different ways, not only in traditional rhetorical forms of reading, writing,
listening, and speaking, but also through experience. As a result, my own teaching style has come to
embrace multi-modal forms of learning, including texts, lectures, as well as applications of technology and
service learning, when appropriate. When students are actively and passionate engaged with the material
at hand, not only are they learning, I am, as well. I believe that teaching and interacting with students is as
rich a site for learning as are my own coursework and research.

Given my commitment to every student’s role in bringing a diversity of experiences, learning styles,
and thoughtful insights into the classroom, I believe assessment is an important means of ensuring that
students have an understanding of key concepts and themes in order to allow their full participation. In
addition to formal “testing” methods, I use both formal and informal writing assignments in order to assess
learning, especially since writing, as well as other communication skills, are essential in virtually all
workplaces today. Regardless of the assignment, I make my expectations for students clear from the
syllabus through the final exam.

Additionally, I place a great deal of importance in my own self-assessment. In addition to setting goals
based upon the responsibilities set for me by the particular department and learning community, I also
reflect upon each classroom for ways in which I can update my syllabi and redesign my courses in the
future in order to create a better environment for learning and engagement with course materials. I hope
that this self-assessment aids me in becoming a more responsive and involved component of every
academic community that I have the opportunity of joining.