Adrienne J. Roush

Statement of Teaching Philosophy and Practice

When contemplating my own personal teaching philosophy, I think about many situations. My time as a student, my adventures in life, and my ability to share knowledge with others have contributed to my development of a preliminary philosophy on the teaching experience. Intercommunication between students, librarians and faculty is imperative for the development of knowledge and skills, and a successful educational experience.

I believe the classroom setting should be a safe place for the exchange of ideas and discourse. It should be a learning experience for not only the students, but the faculty as well. Attendance at an institution of higher education should not be an exercise in memorization and the mundane. I strive to enhance student's interest in course materials and give them the tools to be productive and successful in their assignments and future endeavors. While this is often done in a classroom environment, it can also be accomplished in individual interviews as the students begin to proceed with their research.

Mutual respect will promote open communication between students and faculty. To develop that respect, preparation and consistency are essential by all participants. It is important to provide students with clear instructions and objectives, and to furnish appropriate, constructive feedback in relation to those objectives. It is also critical for students to take an active part in their education.

The learning process is a journey of self-education and self-discipline. One must be willing to learn a thing before it will be comprehended. Helping students realize this early in their academic career is of utmost importance. Successful teaching depends not only on the knowledge, enthusiasm and creativity of the faculty, but also on the students desire to learn. Faculty can guide and assist the learning process, but cannot dictate the outcome of the encounter. Each student will get a different result from the same session, based on the past experience and knowledge that they bring with them.

My approach to teaching library skills is primarily hands on. Learning through practice and practical application is vital. People need to observe a demonstration on how to use a resource, such as an electronic index, followed by the opportunity to give it a try themselves. This combination of techniques, plus the availability of someone to answer questions as they arise, is the best method to enrich students’ understanding of accessible resources and new technologies. I ultimately wish to provide students with the necessary tools to develop long lasting research skills. Acquired early on, these abilities will carry them far into their life, not only in relation to academic research and writing, but also by providing them the self-confidence and independence needed in life.