Educational Development

My approach to teaching has been heavily influenced by the training I've received from the wonderful members of the American Association of Philosophy Teachers, as well as the University of Michigan's Center for Research on Learning and Teaching.  

I worked as a Graduate Student Instructional Consultant at the University of Michigan from 2016-2018. As a consultant, I was trained to provide tailored guidance and support for graduate students from a range of disciplines in their important role as teachers. I have extensive experience conducting classroom observations, gathering student feedback, and delivering tailored, evidence-based recommendations to instructors to help them improve student learning outcomes.

I also served as the philosophy department's Graduate Student Teaching Mentor in 2017 and 2018. In this role, I provided mentoring, instructional education, classroom observations and one-on-one consultations for philosophy graduate student instructors to enhance teaching and learning with regard to teaching methods, classroom climate, course design, assessment of student learning, and student participation.


Pedagogical Workshops

In my roles as an instructional consultant and teaching mentor, I organized the following teaching workshops:

  • "Implementing Active Learning Strategies in the Philosophy Classroom" (designed and delivered, April 2018, University of Michigan Department of Philosophy)

  • "Adapting Strategies for Different Disciplinary Contexts" (designed and delivered with Julie Deeke, April 2018, University of Michigan Center for Research on Learning & Teaching)


Scholarship

Kearns, K., Hatcher, M., Bollard, M., DiPietro, M., Donohue-Bergeler, D., Drane, L., Luoma, E.,. Phuong, A., Thain, L., & Wright, M. (2018), “Once a scientist…": Disciplinary approaches and intellectual dexterity in educational development. To Improve the Academy: A Journal of Educational Development, 37: 128-141. 

In this essay, my co-authors and I discuss the unique disciplinary approaches we each bring to our work as educational developers. Further, we discuss the value of thinking inclusively about disciplinary approaches and bringing a multiplicity of disciplinary epistemologies to bear during classroom observations and consultations with clients.