Siddiqui's philosophy of teaching is based on feminist pedagogy and creating a community of learners. She sees her role as a facilitator who introduces concepts and leads discussions, while expecting students to participate actively. Clear guidelines and high expectations are provided upfront. Equally important is establishing a safe environment where students feel comfortable sharing ideas through respect and appreciation for diverse viewpoints. Experiential learning is also key to linking theory with practice through projects that prepare students for citizenship. Flexibility and engaging multiple learning styles are fundamental to adapting instruction based on each group of students.

1. Philosophy of Teaching
Shereen Siddiqui, Instructor of Women’s Studies/Sociology/Freshman Programs
A philosophy of teaching is born through the experience of learning. I am fortunate that
as a student in women’s studies, I was exposed, by inspiring mentors, to the unique
characteristics of feminist pedagogy. Participatory learning, personal experience as a source of
authority, critical thinking/open-mindedness, and the fostering of social understanding and
activism form the foundation of my own teaching philosophy.
My philosophy begins with an understanding that teacher and students comprise a
community of learners. A non-authoritative teaching style is necessary for this approach. I see
my role as that of a facilitator of learning; I introduce ideas and concepts and lead the discussion
or introduce the activity, and occasionally, I may lecture, but students are required to do more
than show up for class—they are expected to listen, ask questions, offer insights, and share
responsibility for the classroom experience. Giving students clear guidelines and setting high
expectations for them is crucial. These guidelines and standards are set on the first day with a
lengthy, detailed syllabus. Each assignment has its own handout with clear step-by-step
guidelines and a grading rubric. I have learned that the more information I can provide, the
smoother the teaching and learning process will be.
Equally important to the learning process is the creation of a safe environment for honest
discussion. Drawing from my background in Student Affairs, I build our classroom community
early in the semester through ice breakers and team-building activities that help students know
each other and respect and appreciate the similarities and differences of the group. As a member
of the community, I model appropriate behavior by treating students with respect and valuing
their contributions to our discussions. Once a community has been established, the sharing of
ideas and respect for community members follows. Students feel comfortable sharing and asking
questions during discussions, and through this process, learn from the assigned readings and
from each other. I expect and challenge students to keep an open mind and to think critically
about the diverse viewpoints, ideas, and concepts discussed throughout my classes. The
classroom becomes a liberatory location for imagining and creating the world we want to live in.
Because the classes I teach deal with social issues and problems, and because I believe
that the purpose of higher education extends beyond vocational training and should also prepare
students to be good citizens, it is imperative to give students not just theories, but real solutions,
and to help them see themselves as agents of change. Thus, experiential education is the
cornerstone of my teaching philosophy. I link theory with practice in all of my courses, either
through academic service-learning or other action-oriented projects.
Every course and every group of students is different. Flexibility is fundamental to my
approach to teaching; what works for one group of students may not work for another, and
instructors need to be versatile and try new approaches, sometimes even in the middle of a
semester if something is not working. I want to engage students in the material, and I use
multiple approaches to make the subject matter understandable. Recognizing that students have
different learning styles, I use a variety of tools and resources, including films, guest speakers,
PowerPoint presentations, and the Internet. I am constantly evaluating myself and changing my
teaching to meet the needs of a changing and diverse student body. And inevitably, each
semester I learn as much from my students as they learn from me. There is nothing more
rewarding than creating a community of learners, sharing my subject with them, and inspiring
them to use their new knowledge beyond the walls of academe. It is my greatest passion and joy.