Teaching Overview
Learning is a lifelong process that occurs in a wide range of situations and environments.  When
thinking about learning in the classroom, it involves challenging and motivating students to think,
actively exploring and constructing their own understandings of a topic.  Teaching is not and should
not be like Freire’s (1978) notion of the banking education, merely being in the front of the classroom
giving students facts that they recite back in the form of a paper or non-authentic assessment, but
rather it is a collective, reflective enterprise where the teacher and the student work together to
construct knowledge through collaborative discourse.

The roots of my philosophy can be found embedded within the framework of pragmatism. A
pragmatist’s reality is based upon the interactions of individuals within the context of the
environments in which they live. When viewed from an education perspective, the ideas of early
Pragmatists such as Jean-Jacque Rousseau, John Locke and Francis Bacon can be seen. Both
Locke and Rousseau saw that education should be guided by the interests of children, as they
discover and find out about the world they live in. These ideas influenced such noted educators as
Maria Montessori and John Dewey. Dewey’s child-centered approach was a synthesis of these early
pragmatic ideas (Dewey, 1916). It it from this lens that I have derived my own thoughts and
philosophies about education, and curriculum (Avey, 1954). I believe that education is a necessity of
life. Education is not a purpose for life, but it is life itself. Education allows people to face problems
that exist in their communities and interact with these communities; it also allows for the engagement
and communication of habits of mind, activities, thoughts and feelings from older members of a
society to younger members, thus allowing for a civilized society to exist. I believe that individuals
should be educated as social beings, who are capable of directing their own social interactions. The
interactions, which grow out of these existing conditions within a society, continue to help that society
move toward an end view (John Dewey, 1916). Thus, the aim of education should be about growth,
which ultimately translates to education for a democratic society, an idea that values all individuals
equally in decision-making and participation. I see education as being an experimental endeavor, one
that helps to inform and promote change, and that helps society with such a social renewal of its
citizenry. Education should focus on the formation of attitudes, both mental and moral, that can be
used in analyzing and pursuing contemporary societal problems and issues with the ultimate goal
being to promote the growth of others within that society in such a manner that the society itself can
continue to exist......

Current Courses

EDUC 416 - Technology Integration in STEM

EDUC 513 - Elementary Methods Block

EDUC 854 - Seminar in Curriculum and Instruction

EDUC 856b (857) - Research Apprenticeship

EDUC 871.001 - Advance Topics in STEM Curriculum

EDUC 602 (715) - Technology Across the Curriculum

Courses Previously Taught

EDUX 770 - Teacher Leaders in Democratic Schools

EDUX 779 - Big Ideas in Science Education

EDUX 677 - Perspectives in Life Science

EDUX 675 - Seminar in Science Education

EDUX 778 - Perspectives in Earth, Space and Environmental Science

EDUC 514 - Teaching Science in Elementary Schools

Biology 101 and 102 - Boston College - Teaching Assistant and Resitation

ED 109 - Science in the Natural World - Boston College

High School Courses Taught

Advance Placement Biology

Anatomy and Physiology


Environmental Science

Honors Biology

College Prep Biology

General Biology

Teaching Statement and Philosophy

Teaching Diagram
Teaching Statements