{"id":356,"date":"2020-07-09T16:18:51","date_gmt":"2020-07-09T16:18:51","guid":{"rendered":"http:\/\/sites.rutgers.edu\/victoria-ramenzoni\/?page_id=356"},"modified":"2024-06-08T19:39:23","modified_gmt":"2024-06-08T19:39:23","slug":"lectures","status":"publish","type":"page","link":"https:\/\/sites.rutgers.edu\/victoria-ramenzoni\/lectures\/","title":{"rendered":"Teaching Philosophy and Pedagogy"},"content":{"rendered":"
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In my classes, I foster an inclusive, just, and participatory approach to learning. My class lectures and topics reflect pressing issues in conservation and societal impacts. I also rely on pedagogic tools such as mental maps and fishing-bowl discussions to facilitate the engagement with knowledge.<\/h5>\n

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The educational strategy I apply builds upon three elements of active learning:<\/h5>\n
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  1. \n
    The generation of learning opportunities by doing research (learning by doing<\/em>);<\/h5>\n<\/li>\n
  2. \n
    The generation of learning opportunities by being exposed to different cultural, institutional, and academic settings (learning by difference<\/em>)<\/h5>\n<\/li>\n
  3. \n
    The shifting in how students define themselves and their role as future scientists or practitioners (positionality<\/em>).<\/h5>\n<\/li>\n<\/ol>\n
    <\/h5>\n
    In line with this strategy, my instructional goal is to elicit critical and reflexive engagement with conservation and management issues, theoretical constructs, opinions, and arguments underpinning environmental problems<\/strong>.<\/h5>\n

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    To meet these goals, my teaching strategy relies on developing students\u2019 competencies in both professional and instructional domains. Among professional skills, I concentrate on the following:<\/h5>\n