Shannon Newman's teaching philosophy focuses on active learning, application of scientific processes, and taking a student-centered approach. She believes students should learn science through questioning and discovery rather than memorization of facts. In her own teaching, she employs strategies like think-pair-share, jigsaw activities, and clicker questions to engage students. For example, she had students analyze figures in groups and then teach other groups. She also aims to give students tools to problem-solve rather than just facts, such as designing hypotheses and experiments based on a scientific paper. Finally, she emphasizes getting to know students, using various teaching methods to accommodate different learners, and providing feedback to facilitate student goals and effective learning.

1. Shannon Newman Philosophy of Teaching Statement
I build my teaching philosophy around the principle that science is not about knowing information, but rather
about understanding the fundamental, organizing ideas that help us make sense of the world. In any scientific
field, whether it is academic research, medicine, or industry, one is not going to be asked to regurgitate facts,
rather it is imperative that one be able to synthesize those facts to form ideas and solve problems, and this is the
ultimate goal I have for my students. STEM undergraduate education is in need of a reformation from the
traditional “teaching” method to techniques that employ active and collaborative learning, reinforce application
of basic scientific processes, and are student-centered in course design.
Active Learning: A good instructor doesn’t give answers, rather they ask questions. Everything we know about
science comes from asking questions and collecting data. In order for students to effectively become scientists,
they need to learn about and discover answers in the same way. Through classroom observations and
examination of STEM education literature, I have become well-versed in the different strategies associated with
active learning and have implemented them in my own classrooms, engaging students in think-pair-share
exercises, jigsaw activities, and “clicker” questions. For example, when I asked students to dissect a paper during
discussion session, I would break them up into groups to analyze the components of one figure, and then using a
jigsaw strategy, reorganized them such that they were explaining the figure to a new group, empowering students
to take both teaching and learning into their own hands. As students have noted, “she actively sought out class
participation” and “she guided students towards the right train of thought rather than simply telling individuals.”
Granting students autonomy through active learning serves as a motivating force that further drives confidence,
enthusiasm, and engagement.
Application and Understanding of the Scientific Process: Because science is such a dynamic field, it is more
effective to give students the tools they need to identify and problem-solve scientific questions than simply
provide them with facts. Translating what is learned in the classroom to a relevant situation is powerful, and hits
at the core of what science is about. During a study section that I TA’d, I provided students a simplified abstract
from a newly published paper that sought to target microtubule functions as an anti-cancer therapeutic. Instead of
going over the assigned paper, I instead asked students to use the information it presented on microtubule
function to design their own hypotheses and experiments, as if they were the authors of this new study. Targeting
higher levels of thinking through understanding of the scientific process, synthesis of concepts, and application
are at the core of effective teaching.
Student-Centered Approach: Good instructors take the time to get to know their students, such as what their
motivations and expectations are for the class, and build mutual respect. A student commented, “The TA,
Shannon, was so great and she actually cares about what we learn.” When it comes to teaching, not only is it
important to recognize the varying motivations of students, but I think it is necessary to acknowledge and use
teaching methodologies that broadly address the needs of different student learners. One student noted, “she used
alternative explanations when the first didn’t come across clearly…diagramming things/processes on the board
(I’m a visual learner).”
Consistent communication is key for an effective student-centered approach. Intake forms at the beginning of
class can allow students to express their goals for the course and what most interests them. Formative
assessments throughout the class can allow me to facilitate the progress of those goals, and generate feedback
into which teaching strategies are more or less effective. As an ESL tutor, I had to navigate which concepts were
most meaningful to my students and which strategies worked most effectively and adjust accordingly. Similarly,
I recognize that for many students, the introduction of a new concept, especially scientific concepts, is like a
foreign language. Focusing on the student and being able to be flexible with how I design my lessons to
accommodate students at different levels can be instrumental to overall effective learning.
Teaching provides me with a feeling of incomparable satisfaction. I want my students to go beyond just knowing
the material and instead understand it deeply to solve the future scientific questions they will face. I enjoy seeing
the excitement of students who push beyond what they thought they could accomplish, and I aim to achieve this
in all aspects of my teaching.