Throughout much of my life I have found myself in a variety of teaching roles. I have been a coach, religious instructor, personal trainer, activity instructor, and university teacher. The first formal teaching role I had probably occurred during my ninth-grade school year, when my physical education teacher selected me as a teaching assistant for her eighth-grade physical education class. Three years later as a freshly graduated high school student, I met this same teacher on the side of the road when I was walking to work (she pulled over to offer me a ride). She asked me what I planned for my future. When I indicated that I hoped to teach health and physical education, she beamed with pride and indicated she had some books to give me that would help me along my path. Though I appreciated the gesture, it was not until later in life that I realized that Mrs. Steiner was one of those who served as a role model and helped me become the teacher I am today.

 

After completing two years of college as a health and physical education major, I changed gears by transferring to ISU to complete my bachelor’s degree in exercise science where I focused on working in the fitness industry. Although I did have teaching roles within this work, it was during my time as a graduate teaching assistant at ISU that my love for teaching was re-kindled and given room to blossom. During this time, I had exceptional role models who encouraged, guided, and provided me with numerous teaching opportunities (special thanks to Dr. Mike Lester, Dr. Karen Appleby, Dr. Caroline Faure, and Mr. Kolby Cordingley).

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Upon graduating with my master’s degree, I accepted a staff position within the Sport Science and Physical Education department (SSPE) at ISU. In addition to my daily work requirements, I was able to teach undergraduate courses within the department as an adjunct instructor. Teaching these courses galvanized me to continue working at my mostly pedestrian job. Luckily, after six years as a part-time instructor, I was offered, and accepted, a position as a full-time clinical instructor for the SSPE department. Although my time in the clinical position was short-lived (due to moving to northern Idaho), I grew exponentially as a teacher and solidified my love for the classroom.  

           

While teaching at ISU, I was asked to instruct many courses based on the shifting needs of the department. Consequently, I taught courses within a variety of subjects to sport management, exercise science, outdoor education, and physical education students. I implemented a variety of pedagogical strategies appropriate for each course including lectures, immersive experiences, and online learning. My student teacher evaluations were overwhelmingly positive (evaluations can be viewed here), and I often received personalized feedback from students (see examples below). Further, I often worked collaboratively with other faculty members to provide the best experiences for our students. More thanks must be expressed to the many wonderful role models and mentors I was lucky to work with!

           

Although I was working full-time at ISU, my husband and I were strapped financially while he was a full-time physician assistant student. Therefore, I accepted a position to teach part-time online for BYU-Idaho. Although the pre-constructed classes left me feeling like a grader rather than a teacher, the experience was valuable for improving my knowledge of, and skills with, online learning. Though I do not believe online learning is the ideal setting for learning, it is necessary in our world today. Using the skills I gained from teaching at BYU-Idaho, I created online versions of two face-to-face ISU courses, which I successfully taught in the 2018 spring semester.

          

While completing my PhD coursework, I have worked with Dr. Stoll as a teaching assistant for a few of her courses. Although my role in these classes has been minor, the opportunity to witness a master teacher at work has expanded my understanding of how to teach. Again, I find myself blessed with amazing and positive role models who have helped me along my journey as a teacher!

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Overall, I believe teaching is my life calling. I need to teach. I thrive in teaching. Yes, there are the less desirable everyday tasks and mundane requirements that all teachers must achieve. Further, as Garrison (2010) emphasizes, the growth and learning that teachers try to stimulate within their students is often unrecognized for years, which can leave us feeling uncertain about our abilities and practices. Rather than giving up, however, we embrace the next class, the next group of students, the next year of school, with motivation to continue guiding students (and ourselves) as they "learn to learn" (Gill, 1993). Of course, our motivation is also bolstered when we do see our students grow and achieve. When a student actualizes their potential, I recognize that I was part of it, that I was needed, and I find renewed strength to continue sculpting my knowledge, skills, and practices that constitute teaching so I am prepared to help the next student.   

 

Below is a list of courses I have taught at the university level. I have included syllabi for three courses. I selected these courses because they were the last in-person courses I taught as the lead instructor, and they are courses that I taught multiple times while at ISU (course descriptions and objectives were determined by the SSPE department). After the list of courses I provide a few examples of personalized feedback I have received from students.

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References

Garrison, J. (2010). Dewey and eros: Wisdom and desire in the art of teaching. Information Age Publishing, Inc: Charlotte, NC.

Gill, J. (1993). Learning to learn: Toward a philosophy of education. Humanities Press: Atlantic Highlands, NJ.

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Courses as a Volunteer Teaching Assistant at the University of Idaho (Fall 2018- Fall 2019)

• ISEM 101 Sport in Society

• PEP 275 Moral Reasoning in Sport

• REC 260 Foundations of Recreation

 

Courses at Idaho State University (Fall 2010- May 2018)

• PE 2222 First Aid, CPR and Sport Safety

• PE 2223 Foundations of Physical Education and Sport                                 

• PE 2235 Activity Performance Techniques I                                          

• PE 2236 Activity Performance Techniques II                                           

• PE 2237 Activity Performance Techniques III                                       

• PE 2243 Anatomical Foundations of Human Activity (taught both face-to-face and online)         

• PE 3364 Introduction to Sport Law       

• PE 4437 Methods of Teaching Secondary Physical Education     

• PE 4454 Senior Capstone (taught both face-to-face and online)                       

       

Courses Online at Brigham Young University-Idaho (Fall 2014-Summer 2016)

• HRHP 131 Personal Health and Fitness

 

Courses as a Graduate Teaching Assistant, Idaho State University (Fall 2009- Spring 2010)

• PEAC 131A Beginning Aerobics, Nutrition, and Weight Management

• PEAC 132 Individualized PE

• PEAC 134A Beginning Weight Training

• PEAC 136 TargitFit and Conditioning

• PEAC 152A Beginning Badminton

• PEAC 157B Intermediate Volleyball

• PE 302L Biomechanics Lab