Shirley Evans

“I never teach my pupils, I only attempt to provide the conditions in which they can learn.” -Albert Einstein

My philosophy on teaching is simple, yet comprehensive. It is my personal goal to provide quality education to enhance the personal and future professional lives of students, one that benefits them beyond the classroom. This comprises more than just providing instruction but guiding and encouraging all students to remain steadfast in achieving their personal and academic goals. It is also my desire to communicate my love of learning and curiosity about the human condition and nutrition in the classroom to promote life-long learning and discovery in my students in whatever path they follow. 

A class expectation of mine is that the classroom atmosphere is one of mutual respect and responsibilities between the student and instructor. Mutual respect is one that encompasses interactions, not only between instructor and students, but also between the students. It is my belief that students share in the responsibility of the learning process by attending class regularly, completing coursework, and participating in class. At the beginning of a course, I explain to students that, to have a rewarding and worthwhile class experience, it is important to meet me halfway to ensure productive intercommunication and transfer of knowledge. While on the other hand, students are informed that my responsibility, as an instructor, is to maintain a supportive learning environment with clarity of course expectations and well-defined objectives. In all of my classes, I share links to OSU Basic Needs and OSU Student Counseling Services for information and resources that may be used by all OSU students regarding any difficulties with food security, mental health, and other significant life events. 

To promote active involvement of students in the classroom, I strive to instruct students in a stimulating and enthusiastic manner through various interactive educational approaches. I feel that using a variety of teaching methods is essential, so the needs of different learning styles are met. Interactive approaches in my classroom consist of listening to music with applicable messages, hands-on activities, videos, guest speakers, aids in note taking, and sharing interesting and cultural recipes from my collection of cookbooks. I also incorporate examples of real-life experiences based on my healthcare background that are pertinent to class discussions. In fact, many students have expressed this was beneficial to them.
  
I believe that, when students are aware of their abilities and competencies, their self-confidence is reinforced and this aids in successful educational endeavors. To accomplish this, I challenge students to use critical thinking and to reflect on what they have learned. In the courses I teach, certain assignments are designed to encourage students to express their opinions on a position based on evidence-based research. In addition, assignments are constructed to augment their skills and in making decisions. I also offer Honors Contract assignments that I have specifically developed for my NSCI 3543 and NSCI 3223 students, who are in the OSU Honors College. Since Fall of 2019, 40 students have successfully completed Honors Contracts and expressed that it was a challenging, worthwhile experience. As an example, upon completion of her NSCI 3543 Honors Contract, a student commented, “Overall, I am grateful for the experience of completing this assignment. It was truly enjoyable to assume the role of a dietitian and was extremely eye opening. I’m not sure that the assignment was more difficult than I thought it would be, but there were aspects of creating a meal plan that I had never considered before. It was a complex process, but I enjoyed it and will likely use some of the nutritional knowledge that I gained while completing this assignment in my daily life.”

It is my presumption that student learning and engagement is something that not only occurs in the classroom, but outside as well. For me, this involves meeting with students, particularly those who need advice regarding healthcare professions, and giving students support, such as being a reference for them or someone to lean on. I have gladly prepared letters of recommendation for around 149 students, who have applied to graduate, physical therapy, nursing, medical, osteopathic, optometry, pharmacy, law, and dietetic internship programs. As an example, one student expressed, “I am currently applying to medical school…You were always sunshine on my darkest days -- from my father's surgery to my battle with illness Fall semester -- and, upon thinking of individuals that I truly respect, you were one of few that were heavy on my heart.” A response such as this is an added benefit and reinforces my desire to be part of student’s lives. 

The best outcome from my teaching is when a student achieves their personal and professional goals. Many of my students have been accepted into graduate, physician assistant, nursing, physical therapy, and medical programs. One student, who was also one of my advisees, eagerly reported to me that “I have accepted an offer to attend UT Southwestern PA program…. I am so excited. Thank you for writing a letter for me and thank you so much for all your guidance and help throughout the years! I couldn't have done it without you.” 

While teaching at Oklahoma State University, I have advanced my learning and skills by participating in various professional development activities. As an example, I completed the “Preparing Online Instructors” course at OSU. Since taking this course, I have developed a 16-week online NSCI 3223 course, a 16-week online NSCI 3543 course, and a 4-week NSCI 3543 summer course. I have also created two new traditional courses, such as a nutrition seminar course and an Honors course (HONR 2890) with an emphasis on healthy eating on a budget.