TEACHING STATEMENT
As an interdisciplinary professional, I encourage students to actively engage in their learning in their reading, writing, and research. I introduce students to key theories and concepts. I utilize a variety of didactic techniques including lectures, experiential field opportunities, group work, critical thinking exercises, peer teaching, reflective writing, group note-taking, and the inclusion of simulations to understand lived experiences of various populations. By using real-world examples and current events to relate course and workshop content to students and attendees, I strive to create a safe environment where students and instructors can engage honestly with each other.
The development of course content which allows for curated exploration is not only beneficial for student learning but essential for instructors to meet individual student needs. I utilize google forms accessed through QR codes and other assessment tools to
allow students the opportunity to provide me with feedback after each class. Experience has taught me that many students may not feel comfortable sharing their concerns or questions in the classroom. By using feedback forms, students can ask questions, discuss concerns, request meetings, suggest class speakers, and provide me with other commentary that informs my classroom preparation.
My extensive teaching experiences and utilization of a variety of teaching methods stem from my belief that students have diverse needs and as instructors we should trust our students and meet them where they need to be met. As public administrators and social workers are held to high ethical standards, it is our duty to embrace different training techniques and embed social equity in the classroom in order to meet the needs of students belonging to populations traditionally underrepresented and excluded from higher education. The COVID-19 pandemic provided me with the opportunity to enhance my teaching skills and adapt course content to changing circumstances. As a result, I have experience teaching courses online and in person while incorporating interactive learning tools to keep students engaged. My teaching experiences include undergraduate and graduate courses in political science, public administration, research and program evaluation, and, social work and social welfare.
My experiences in the classroom have inspired my teaching philosophy:
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Students and instructors can learn from each other.
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Diverse experiences and worldviews in the classroom contribute to a rich learning environment.
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Course content and syllabi should be accessible, easy to understand, and serve as the groundwork for establishing instructor expectations of students and students’ expectations of their instructor.
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Lectures are most useful when paired with discussions of real-world experiences and the inclusion of a variety of learning techniques.
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Assessments are most effective when they become the class norm and can take many forms including the use of group note-taking on google documents where instructors can see what information was obtained from the lecture, quizzes using tools like Kahoots, and anonymous feedback opportunities for students to share where gaps in learning or dissemination of information have occurred.
"Education is not the filling of a pot but the lighting of a fire." – W.B. Yeats
TEACHING EXPERIENCE & TRAINING
I have taught courses at both the graduate and undergraduate levels. My preparation for the classroom includes a variety of training:
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The completion of a semester-long teaching practicum where I learned and applied various teaching techniques, customized lesson plans for diverse students, and engaged in classroom evaluation/teaching observation.
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Three semesters of preceptorship and teaching observation.
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Completion of NC State, Graduate School's Teaching and Communications Certificate
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Completion of NC State, Office for Institutional Equity and Diversity's (OIED), Equal Opportunity Institute, and NCBI Training.
GRADUATE
SW 500: Advanced Standing Seminar, NC State University, School of Social Work
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Semester/Enrollment: Summer I/II - Ten week session (15 students)
SW 519: Evaluation of a Social Work Intervention, NC State University, School of Social Work
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Semester/Enrollment: Fall 2023 (23 students), Fall 2022 (23 students)
SW 590: Social Work Capstone, NC State University, School of Social Work
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Semester/Enrollment: Spring 2023 (22 students)
UNDERGRADUATE
PS 201: American Politics and Government (Undergraduate)
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Semester/Enrollment: Fall 2021 (25 students)
PS 203: Introduction to Nonprofits, NC State, School of Public and International Affairs
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Semester/Enrollment: Fall 2023 (40 students)
PS 312: Introduction to Public Administration, NC State, School of Public and International Affairs
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Semester/Enrollment: Spring 2022 (40 students)
SW 307: Social Welfare Policy Analysis and Advocacy, NC State University, School of Social Work
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Semester/Enrollment: Fall 2019 (5 students), Spring 2020 (10 students)
"[Paige is] Mindful of student experiences and the emotional piece of their experience. [She] gave students space to think about and discuss personal experiences [and did] a good job of making everyone feel included"
Teaching Evaluation Commentary