Jennifer Jones

My general teaching philosophy is that students learn best when they are actively engaged; when they can apply knowledge to real-life situations; and when their learning is scaffolded by reflection and critical thinking. One of the best examples of how I operationalize my philosophy when teaching undergraduate students is the integration of meaningful service-learning into HDFS 2123: Developmental Disabilities Issues Across the Lifespan. When teaching at both the undergraduate and graduate level, I develop assignments aligned with desired student learning outcomes. My courses are writing intensive and include a focus on the development of students' writing in both applied and academic settings.

My teaching style and practices have been strongly influenced by my professional work outside of academia. I spent nearly 10 years working in the non-profit sector between finishing my undergraduate degree and beginning work on my Master's. During much of that time, I was in leadership positions supervising and mentoring teams of employees while actively engaging community stakeholders. My instruction reflects my background in community engagement and a strong desire to give students practical and thoughtful skills needed to work in human service organizations.

My teaching philosophy, style, and practices are all aimed at engaging students in meaningful learning experiences in hopes they will become thoughtful citizen capable of solving complex human problems. I creatively and passionately share my knowledge and make every effort to empower students to engage in "real world" opportunities. I guide them in thinking critically and reflecting on these experiences through writing, class discussions, constructive feedback balanced with affirmation, and an open door for one-on-one conversations. As I listen, reflect, and adapt, I realize it is my students who are often teaching me.