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Christal Syleste Hoskins

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Teaching Philosophy

John Dewey once said, Education is not preparation for life. Education is life itself. This is the
premise of my teaching philosophy. I work with faculty and subject matter experts, teaching
them how to transition their courses to the online environment, and I love helping them make
education a possibility for those who might not have the opportunity without online technology,
and doing it with a convenient and engaging approach. Our time is so limited in this time when
we are trying to both excel in our careers and obtain the necessary education to get there, so I
believe that online education needs to be accessible and user-friendly to both the course
facilitator and the students. I strive to make technology easy for both by bridging the technology
gap between the unknown and the truly innovative.
I take a student-centered approach in my teaching, and because much of my experience as an
educator has taken place at the adult level through teaching workshops and facilitating
semester-long seminars for faculty, my teaching principles are rooted in andragogy.
My objectives as a faculty facilitator are to (1) design effective instruction for students based on
best practices, researched-based learning theory and online pedagogy; (2) engage students
with lessons that bring in student interests and experiences; and (3) prepare faculty to build,
design; and improve their own online courses. My overall teaching philosophy is based on two
principles: (1) connecting to students/faculty through their experiences and (2) continuous
learning and improvement.
Before I begin working with my faculty to design courses, I first learn about the faculty: what are
their goals for their students? What are their goals for the university? This allows me to find the
right motivation to engage them in the learning process throughout the course. Beginning my
course with introductory assignments help me glean that information and tailor my future
responses to them as we work together to build an effective online or hybrid course.
As an online course facilitator for faculty, I focus their learning on designing effective online
instructional experiences for their students based on student needs and program/university
goals. I facilitate faculty connecting field experiences with content, discussing those experiences
with peers, and reflecting on how to use what they learn in their own virtual classrooms. I always
consider culture and learning style when developing course activities to ensure that everyone
has the opportunity to learn in the way that is best for them.

Christal Syleste Hoskins

I challenge my faculty to think meta-cognitively about the way they approach teaching face-toface and how that will change when they begin teaching online. I accomplish this through the
creation of multiple assignments, synchronous and asynchronous discussion, reflection
activities, and assessments tailored to the faculty experience in my university, as well as provide
them with positive and meaningful critical feedback they can apply immediately to the courses
they are teaching. I also always provide exemplary examples not only within the courses, but
also in the design of the courses they take with me. I want them to aspire toand actually
createan effective online classroom that uses both universal design principles and best
practices for creating engaging online courses.
As I also need to continuously improve as a facilitator, I ask my faculty for feedback, both in
person and anonymously to obtain the most honest answers regarding my teaching and
facilitating. I always take all feedback into consideration when redesigning my course for future
groups of faculty.
The most important lessons I hope my faculty take from me is to treat every experience as a
learning opportunity, connect it to their teaching, and continuously question, research, and
improve their teaching methods both in the online and face-to-face classrooms.