Teaching Philosophy: A Constructivist Pedagogical Approach

As an educator, my teaching philosophy is firmly rooted in constructivist pedagogy, which emphasizes learning through active discovery and engagement.

Students learn best when actively involved in learning and constructing their own understanding through exploration and reflection. In my classroom, I strive to create a collaborative environment where students are encouraged to participate actively in their learning journey. Rather than being passive recipients of information, students are empowered to take ownership of their learning by engaging in hands-on activities, discussions, and problem-solving exercises.

I recognize that each student brings with them a unique set of experiences, perspectives, and prior knowledge. Therefore, I value diversity and strive to create inclusive learning spaces where all voices are heard and respected. By acknowledging and building upon the diversity within the classroom, we can enrich the learning experience for everyone involved.

Central to my approach is the belief that learning is a dynamic process best facilitated through active engagement. I guide students in constructing their own knowledge by providing them with opportunities to explore concepts, ask questions, and make connections between their prior knowledge and new information. By encouraging students to think critically and creatively, I help them develop the skills and confidence they need to become lifelong learners. Furthermore, teaching is a collaborative partnership between myself and my students. I am a facilitator of learning, guiding and supporting students as they navigate their learning pathways. I advocate for cultivating a supportive and nurturing atmosphere wherein students feel at ease exploring new ideas, embracing challenges, and growing from their mistakes.

My teaching philosophy is centered around the principles of constructivist pedagogy, active learning, and collaboration. By embracing these principles, I aim to motivate and empower students to take an active role in their learning, arming them with the skills and knowledge necessary to flourish in a constantly evolving world.

 

Honors & Awards Related to Teaching & Mentorship

2023                Inspiration Award for Education

                        National Association of Nurse Practitioners in Women’s Health

2023                Nominee, New Jersey CARES Award, Education Category

                        Institute for Nursing, The Foundation for the New Jersey State Nurses Association

2022                Chancellor’s Award for Teaching Excellence

                        Rutgers University – Camden

2022                Outstanding Nurse Educator

                        Rutgers University School of Nursing – Camden

2022                Open Access Textbook Award

                        Rutgers University – Camden

2021                Honoree, Nurse Educator of the Year 

                        Philippine Nurses Association of New Jersey

2021                Engaged Civic Learning Faculty Fellow

                        Rutgers University – Camden

2021                Open Access Textbook Award

                        Rutgers University – Camden

2016                Dean’s Award for Undergraduate Advising

                        University of Pennsylvania School of Nursing, Philadelphia, PA

2014                Award for Teaching Excellence by Non-Standing Faculty

                        University of Pennsylvania School of Nursing, Philadelphia, PA

2014                Education and Mentorship Award

                        Philadelphia Tri-State Area GEM Awards, Nurse.com

2013                3rd Place, Book of the Year Award, Child Health Category

                        American Journal of Nursing

2013                Award for Teaching Excellence, Family and Community Health Division

                        University of Pennsylvania School of Nursing, Philadelphia, PA

Click on the links below for demonstrations of Teaching Effectiveness, Teaching Innovation, Student Wellness, and samples of Teaching Syllabi

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