As I conclude my eleventh academic year at CCSU, I have had the opportunity to reflect on how I have grown as a teacher. Many of my philosophies have remained the same – create a comfortable peer environment that fosters teamwork and encourage students to apply their knowledge in various challenging ways, which mimics real-world scenarios. But beyond that, my responsibility is also to ensure personal and professional growth of my students. Students must develop a level of accountability that includes meeting deadlines and following-through on tasks without constant oversight. This empowers them to take charge of their own education and sets a standard they should strive for in the years following graduation. Relatedly, I have made myself more cognizant of responding to messages from students within a day. Although I am not perfect, I encourage my students to follow-up if they have not received a reply within 24 hours. Since I’ve implemented this strategy, students comment repeatedly about the ease of communication and trust that they place in me. This personal touch and showing students my level of commitment and responsibility has paid dividends in fostering a culture and environment in my classes that is welcoming and open to engaging dialogue and improves the learning experience.

Early on in my teaching career I learned that one simple phrase inspires students and gains their respect: “know my name.” This seemingly small act adds a level of personalization that is often overlooked at the college level. In a talk I gave during a Student Success Conference sponsored by the Center for Teaching and Faculty Development, in a room of approximately 75 faculty, and I was proud to see that phrase resonated powerfully with many in the audience nodding in agreement. On the very first day of my classes, I make it a personal mission to memorize all of my student’s names – a feat that seems to surprise many. Additionally, I will begin the first class of the semester with an icebreaker that involves pairing off students and asking them to pose a few silly questions to their partner, which is then shared with the class. Students seem to enjoy this activity – especially all the laughter that normally accompanies this. In my upper level courses, these questions become more meaningful as they are asked where they see themselves in one and five years. With these two simple activities, students feel more confident and comfortable to speak up, classroom participation and level of engagement is increased – including peer-to-peer support – and allows me to gain a deeper understanding of my students’ dreams and life goals. One change I have noticed as my teaching evolves is my being comfortable with pausing and allowing the space for silence after posing a question. Rather than jump in and give the students the answer, I ask them to turn and talk, or write the answer before sharing with the person next to them. Such a simple act, it surprises me every time that there are students sitting next to each other that know nothing about one another, and a simple introduce yourself and share your answer opens the flood gates of communication. Within a few weeks, this allows the classroom discussion to grow steadily to the point where a large majority of the class comfortably give answers.

To foster a high level of independence and accountability in their own learning, I challenge my students to think critically and to fully comprehend the topics covered – to be able to apply the information, not simply memorizing it. Students are asked to explain the material to each other and several role-playing activities are planned throughout the year, both of which requires a deep understanding of the subject as well as an applied knowledge of the key concepts. For Physiological Aspects of Aging (EXS 215), one student plays the role of the health fitness specialist and the other is their client, requiring them to create a training program with the client’s goals and objectives in mind. These students also work very closely with older adults at an assisted living facility by developing a strength training program that incorporates balance and flexibility, which are more applicable to this clientele. Additionally, for the final project in Training for Sports Performance (EXS 275), students are asked to develop their own exercise program and facilitate a coaching session for their classmates, incorporating all knowledge gained throughout the semester.

Technology is playing and increasingly more important role in my teaching style. During lectures, I incorporate different teaching methods that include PowerPoint slides, hand drawings on the board, videos and graphical animations of complex physiological processes to summarize important concepts, as well as posing questions for students to discuss. Students utilize some of the latest technology in human physiology labs: computerized programs involving animal models and experiments that measure physiological variables (blood pressure, lung volume, grip strength, and heart signals). Also, I have now taken this a step further by taking videos of students sprinting and performing various exercise techniques, which we then analyze frame-by-frame. Students are also encouraged to follow rubrics I have generated in developing their assignments. Utilizing this simple assessment technique has improved feedback received for their projects and laboratory reports. Assignments such as these allow my students to enhance their information technology education and by teaching them these life skills, will help them be more successful when seeking employment after graduation.

Students place tremendous trust on us as educators and I feel that for that reason, the students deserve our very best effort. I am able to foster a welcoming environment that encourages participation and active discussion, students retain information and knowledge through practical applications of course material, and an emphasis on technology in the course work allows students to develop skills relevant in this age of information technology. But even beyond this, I must place high expectations on myself, as well, in order to be an effective educator. This is achieved by keeping up to date with the latest research and practices in the field of exercise science through conference attendance and participation and becoming involved in regional and national organizations such as the American College of Sports Medicine and the National Strength & Conditioning Association. This also adds another dimension to my teaching by providing real-world examples of what the latest research techniques are in exercise science and provides me with the ability to invite guest speakers that are actively practicing in the field.