Teaching Philosophy Statement 

Nutrition students bring with them a diverse blend of backgrounds and educational aims, including dietetics, medicine, business, academia, wellness, culinary arts, food management, government, and more. My teaching philosophy asserts that every student, regardless of their personal history, will find value in my courses, gaining knowledge they can utilize in their future professions. To facilitate this, I am committed to nurturing a learning environment that is simultaneously challenging, non-judgmental, and engaging.

A stimulating academic setting demands students to push their boundaries, but without leading to unhealthy extremes. A course lacking in rigor will not foster intellectual growth, while an excessively difficult one risks overwhelming students and breeding an aversion towards the subject. Crucial to this balance is the element of motivation - while it's not a teacher's role to ensure each student is motivated, the created environment should inherently inspire motivation.

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Cultivating a non-judgmental learning space involves several aspects. Initially, rather than resorting to negative feedback when a student underperforms, I prefer to adapt my teaching methods to better help them meet their objectives. It's also important to remember that the definition of 'underperformance' varies with each student's individual goals, which I encourage them to share at the outset of the semester. Furthermore, it's absolutely unacceptable to treat students unequally based on factors such as ethnicity, religion, sex, gender identity, sexual orientation, or any other personal attributes. I commit to uphold this standard, while also expecting my students to do the same, as their attitudes significantly impact the overall learning environment. Lastly, I aim to practice empathy when it comes to the unique challenges and life events that students may face, designing a course that offers them the opportunity to succeed despite these circumstances.

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Engagement is paramount to effective learning, and I strive to create an intellectually stimulating and enjoyable environment that encourages active participation, irrespective of students' academic backgrounds or career aspirations. I believe that students learn best when they are more than just spectators – they should be encouraged to contribute insights, initiate discussions, pose questions, and present their own work. Course material, in turn, should be engaging, prompting students to interact with it. Collaboration further enhances this process, exposing students to diverse problem-solving approaches, unique perspectives, and essential communication skills.

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Finally, my commitment as a teaching professional extends to remaining adaptable. As I continue to evolve and learn, I should be prepared to modify my teaching strategies to best serve my students. Just as our understanding of the world adapts with new information, the insights I gain from teaching should also shape my approach to education. I plan to seek regular feedback from my students to identify areas of improvement and to recognize my strengths. After all, a good teacher should always be prepared to learn and be receptive to change.