Teaching Philosophy

Statement of Teaching Interests and Philosophy

Paul Force-Emery Mackie, Ph.D., LISW
Professor of Social Work
Minnesota State University, Mankato

“The noblest pleasure is the joy of understanding”
-Leonardo da Vinci

Through the lens of social science, I seek to show students that developing a deeper understanding about the world and oneself are the most exciting ambitions of our human experience. We encounter science in a social context daily, and are regularly faced with questions about our communities that appear phenomenal. Making sense of these events becomes an obtainable goal when one is properly equipped with the tools of scientific inquiry and evaluation. Education in scientific examination and the expansion of ones’ critical thinking ability is paramount to achieving this objective, which can be advanced through enriched formal and informal learning. I present this approach to thinking about social science as a way to created connectedness between abstract and complex information with real world events and applications.

Teaching Objectives
Students are more likely to retain and process information and knowledge when it is presented in a logical, orderly, and clear way. When new information is introduced in this way, a foundation is developed for the raw talents of the student to be honed into critical thinking abilities, which will ultimately lead to their ability to accept or reject ideas grounded in rationality and logical analysis. To achieve these objectives, an evaluation of the student population is necessary. Undergraduates will present with different needs verses graduate, which requires flexibility and the ability to evaluate and assess specific individual and group needs.
I believe each student deserves the opportunity and an environment to excel. Therefore, I am committed to facilitating the most enriching environment I am capable and focusing on the diverse learning styles and abilities of each student. Ultimately, I have one common goal for all students in their educational progression; to provide each individual with the knowledge and skills necessary to become effective professionals in their field, critical thinkers, contributors to their communities, and advocates for positive social change.

Teaching Methods
I approach teaching from a learning theory perspective. I believe that each student has the capacity to learn presented material, even when this information is complex and abstract. To achieve the highest level of learning, I develop my curriculum with the understanding that at times, presented information may have to be revisited or explained in greater detail. I recognize that while the syllabus is a contract, it can also be developed effectively as a flexible document that allows for decelerating or accelerating as needs arise.
I utilize a variety of assignments and projects to facilitate a deeper understanding of the material. I feel that presenting information through the combination of lecture, class discussion, and demonstration leads to greater learning throughout the group. Closely related to this, I apply a variety of assignments to the class to allow for a more broad evaluation of students knowledge. These assignments include written assignments, tests, and oral and visual presentations. When applicable, I also use theoretical questions and social problems to facilitate learning, which ask students to apply critical thinking skills and creativity to address issues of concern. In this type of assignment, there is no “correct” answer, rather an opportunity to demonstrate abstract reasoning and logic construction.

Teaching Evaluation
Evaluation of my teaching ability and effectiveness is an important facet of my philosophy. Student evaluations and constructive criticisms are sought, and changes are made from this feedback. To learn about the perceptions and concerns of the class, I provide an opportunity for students to offer mid-term evaluation. This information informs the remainder of the term. I also encourage students to communicate their thoughts and concerns about the course throughout the term. To achieve this, I make myself available to all students through office hours, alternative meeting times, and email. This combination appears to be effective in maintaining an open dialog between students and instructor. Students’ end of the term evaluations are carefully evaluated and concerns, suggestions, and ideas are incorporated into future course development and teaching style. Student evaluations assist me in my pursuit of developing more effective methods of knowledge transfer, communication, and quality instruction.
Along with the evaluation of the instructor is the evaluation of the students’ understanding of the material. To best measure learning, I develop assignments and grade on a variety of different skill sets. Tests, written assignments, group projects, presentations, and oral defense are all effective tools. This variety is applied to the coursework so as to create an expanded evaluation of students’ variety of learning styles and abilities. Learning is both an opportunity to gain critical knowledge about specific material and develop an aptitude for critical evaluation. Due to this plurality, I believe it is important to evaluate students’ skillfulness in their ability to apply concrete knowledge into abstract interpretations.

Why Teach?
Teaching allows me the opportunity to be an integral part of the synergistic process of grooming future professionals in the fields of human science and service. I hold the belief that to grow as individuals, we must always consider our responsibility of caring for others and strengthening our communities. Through the instruction and application of social research methods, theory, practice, policy, or field instruction, I believe I can facilitate positive change, which is a great reward. I also understand that as an instructor, I have a responsibility to offer my best, as students expect and demand the highest quality instruction available. I understand that they will then carry this knowledge into their respective professional areas, where the same high expectations are anticipated, and am committed to providing the best preparation for the future I am able. I am honored to be a part of this system, as this is where I am afforded the opportunity to express my passion for enhancing learning, personal growth, professional development, and joy of understanding.

Teaching Interests
My teaching interests are wide in variety and scope. Like all instructors, I have developed greater proficiencies in particular areas. In social work core curriculum, I continue to develop competence in the areas of research methods, HBSE, policy, families and children, socioeconomic development, and theory. Within more specialized topics of social work concern; I am interested in eventually developing courses focused on rural social issues, which include mental health, poverty, and social justice.