DPLS 776: Communication Teaching & Pedagogy

Expected Competencies:

  1. Instructional Design: Develop lesson plans, syllabi, and microteaching experiences rooted in adult learning theory and Jesuit pedagogy, with attention to communication effectiveness and classroom dynamics.

  2. Teaching Philosophy Development: Articulate a clear and reflective teaching philosophy informed by educational theory, personal values, and a commitment to cura personalis.

  3. Classroom Observation and Reflection: Demonstrate the ability to critically observe classroom environments and assess instructional techniques, considering diverse student needs and learning contexts.

  4. Pedagogical Toolbox: Curate and apply a practical set of teaching tools, technologies, and resources to enhance instructional effectiveness and student engagement.

  5. Portfolio Development: Create a professional teaching portfolio that integrates theory, practice, and personal growth, representing readiness to teach at the college level.

Achieved Competencies:

  1. Ignatian-Inspired Pedagogy: Integrated the Ignatian value of cura personalis—care for the whole person—into my teaching philosophy and classroom approach, emphasizing student-centered learning.

  2. Practical Teaching Strategy Implementation: Created lesson plans and teaching activities with a focus on inclusivity, clarity, and engagement, suitable for undergraduate and graduate-level learners.

  3. Observation and Adaptation: Through structured observation of collegiate classrooms, developed reflective insights on effective and ineffective teaching approaches.

  4. Critical Reflection: Composed a series of reflective writings and essays that demonstrate a maturing teaching identity and the ability to translate theory into classroom practice.

  5. Professional Teaching Portfolio: Compiled a comprehensive portfolio showcasing a range of instructional competencies and my evolving educator identity.

Applied Competencies:

  1. Teaching Identity and Philosophy: Developed and revised a detailed statement of teaching philosophy, incorporating communication theory and adult learning principles.

  2. Lesson Design and Delivery: Executed a microteaching session and accompanying lesson plan that integrated visual and interactive elements to enhance learning.

  3. Use of Technology in Teaching: Built a “Teaching & Technology Toolbox” highlighting tools for virtual engagement, multimedia instruction, and feedback systems.

  4. Portfolio Construction: Produced a complete professional portfolio that includes observation journals, sample syllabi, and course content, suitable for academic hiring processes.

Artifact Inclusions:

  • Teaching Portfolio (2025): A curated collection of lesson plans, reflective essays, observation journals, and pedagogical tools demonstrating instructional readiness and professional formation.

  • Teaching Philosophy Statement: A personal and theoretical articulation of my approach to teaching, grounded in communication ethics, Jesuit pedagogy, and inclusive education.

References:

  • Dannels, D. (2014). Eight Essential Questions Teachers Ask: A Guidebook for Communicating with Students. Oxford University Press.

  • Vangelisti, A. L., Daly, J. A., & Friedrich, G. W. (Eds.). (2005). Teaching Communication: Theory, Research, and Methods. Lawrence Erlbaum.

  • Nathan, R. (2006). My Freshman Year: What a Professor Learned by Being a Student. Penguin Books.

  • Delderfield, R. F. (1972). To Serve Them All My Days. Carroll & Graf.

  • Wertmüller, L. (Director). (1994). Ciao, Professore! [Film].

Keywords:


Communication pedagogy, lesson planning, teaching identity, Ignatian values, teaching portfolio, adult learning, cura personalis, reflection, classroom observation, communication theory, inclusive education.