Jen Rose Teaching Philosophy

When I chose my career in the academic field I thought carefully about my instructors teaching styles and how I would want to make that style my own. Because our teaching environment is evolving due to new technologies and students' needs I feel that my teaching style is constantly evolving as well. Today I claim influences from educators in my past, contemporary colleagues and current teaching technology but adaptation is my key to survival. In studio courses is gratifying to watch students master a skill and use it for their own personal expression. The studio environment allows for more one-on-one communication. I enjoy being available for guidance and will sit with a student until they get it. I feel that my place is to bring guidance and a spirit of exploration the studio. This is achieved through lectures, visual examples of the project, and demonstrations and online resources. I also encourage my students to visit community art activities and to read up on current trends in the medium I am teaching. These experiences are reinforced with writing exercises or group discussions. In lecture classes I want to see my students become excited about what they are learning and apply that knowledge to their lives outside of school. Visual examples are imperative to the learning process. I include sight, sound, and hands-on-projects so that everyone can find his or her best way of learning. My role as an instructor is important but I feel that students learn from their peers as well as. If a student can explain a technique to his or her peer both are getting something from this interaction. Group discussions are used to solidify key skills or concepts of the class. In all of my teaching appointments I evaluate the needs of the institution when designing teaching programs. For example, at Richland College, I made the decision to change the firing temperature from the traditional Cone 10 reduction firing to Cone 6 reduction. This change took a great deal of effort in glaze research but this firing temperature is more achievable for independent potters and secondary school teachers in the area. In addition to fitting the needs of the community, the change to cone six reduction saved the school over 30% in fuel use, thereby shrinking our carbon footprint and lowering the operating costs. I recognize that cone six firings may not be appropriate for all communities. Midrange firings are a good place to start for beginning students but I would encourage advanced students seeking a BFA in Ceramics to experiment with high-fire and low-fire temperatures, depending on their specific needs. My role as an instructor is to help students compose their toolbox of methods and information so that they can best communicate their ideas. My primary goal to facilitate learning in ways that consider the whole person. I enjoy engaging students in many different learning activities while always remembering that learning is a collaborative effort. I create environments for students to succeed while playing the role as a guide and a leader. However, learning is a mutual responsibility between the students and the instructor.