Teaching

TEACHING PHILOSOPHY

Most college graduates leave with transcripts that document what they studied, but little evidence of what they can do. Higher education has a credibility problem. Ninety-one percent of employers report that “a demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than a candidate’s undergraduate major,” yet fewer than one-third believe recent graduates are well prepared in critical thinking, written and oral communication, or the application of knowledge to real-world settings (AAC&U, 2015).

Students come to college expecting to develop the very skills employers value, believing a university education will prepare them for meaningful work, competitive salaries, and long-term success. That disparity between what students expect and what higher education too often delivers shapes every course I teach.

My responsibility is not simply to help students master neuroscience, animal behavior, research methods, or statistics. It is to help them become professionals. By the time students leave my courses, I want them to know how to ask meaningful questions, communicate with clarity, analyze data using modern statistical software such as R, present themselves professionally, build a curriculum vitae, network effectively, and translate scientific thinking into careers that may span research, healthcare, conservation, education, industry, or human resources.

Every assignment has a purpose beyond earning a grade. Students write because clear writing produces clear thinking. They present their work because ideas only matter when they can be communicated. They conduct original research because confidence comes from solving real problems rather than completing artificial exercises. Whether they are recording electroencephalographic signals, designing a website to communicate science, or conducting field research, they are building a portfolio of experiences that supports self-awareness, grit, resilience, and demonstrates what they can do, not simply what they know.

I cannot teach curiosity, talent, grit, or persistence, I can provide the tools that supports self-awareness, resilience, clear communication, professional etiquette, necessary for a future in evidence-based practices. If students show up, put in the time, this is my promise to my students. A university education should not be measured by what students remember. It should be measured by what they can build, solve, explain, and contribute.

Higher education is failing our students.