Teaching

Teaching Statement:

As a pharmacist and academician, I am dedicated to instructing the next generation of pharmacy leaders as they transition into independent clinicians and researchers.

Teaching Philosophy
My overall teaching philosophy is based on the belief that students learn and retain information most effectively when they apply knowledge through active participation.  My lesson plans focus not only on the provision of conceptual and factual information, but also on higher levels of problem solving through active learning exercises.  Within the professional pharmacy program, I engage students in active learning by guiding students through common cases that occur in pharmacy settings.  It is my belief that by working through cases in a structured classroom setting, students will be well prepared to handle similar encounters when they begin their professional practices.  Active learning techniques commonly used within the classroom include individual reflection, group problem solving, and think-pair-share exercises.  In addition, key concepts are reinforced through written assignments which serve as the basis for evaluating student comprehension. 

Active learning is also encouraged within the graduate level courses I teach.  However, the learning process is tailored to encourage graduate students to become effective independent researchers.  Students are required to research topic areas independently and share their research with other students and faculty through oral presentation and written assignments.  These active learning activities are designed not only to improve students’ understanding of the topic area being researched, but also to improve oral and written communication skills which are critical to becoming an effective independent researcher.