Teaching Philosophy

In my role as both a scholar and a teacher, I seek to move beyond the theory/practice binary that can relegate traditional knowledge acquisition/production and real-life experiences to oppositional spheres of influence. Ultimately, I feel making this ideological bridge between the classroom and the “real world” is one of the most important goals of higher education. By making this ideological bridge a possibility; I believe I am actively taking part not only in my students’ educations but their lives as well.

Central to my approach is the development of curriculum that emphasizes practical, career-oriented skills. To achieve this end, I employ several types of assignments to demonstrate how the classroom and “real life” spaces can, and should, be joined. One example from my “Multicultural Women in the United States” class was a news item presentation. The purpose of this assignment is, in fact, to make those exact connections. The parameters of the assignment require students select a topic or an issue that is relatively recent and has illustratable connections to the academic pieces discussed over the course of the semester. Another instance is in my innovative public speaking course at Kennesaw State University, students engage in projects such as creating in-depth, well-written and researched LinkedIn profiles, conducting informational interviews, and delivering online presentations. This project-based approach not only enhances students’ communication skills but also prepares them for the realities of the modern workplace.

My aspirations as a teacher are also connected to my desire to make a difference by encouraging critical thought and inquiry into students’ personal questions of identity, culture and citizenship. Rather than simply allowing students to enumerate what beliefs they hold, I encourage students to consider the motivating factors that helped shape those beliefs. Values of self, culture, and citizenship are based upon divergent markers of identity, students must understand not only where, but also why, they have drawn their own personal lines in the ideological sand. One of my students on the evaluation noted my classroom provided the spark to “think critically about many events in history that I was not previously knowledgeable about. The class also caused me to think in different ways about everyday problems.” A previous student described the classroom setting and my teaching style as “Ms. Sichler was exceptional in making the class feel free to comment and ask questions. Many times it felt as though she was not teaching but rather fostering an educational environment in which we were all able to grow more aware of varying cultures and our own changing identity. Therefore, rather than simply allowing students to enumerate their beliefs, I encouraged them to consider the motivating factors that helped shape those beliefs. Continuous improvement and innovation are additional cornerstones of my teaching philosophy. I am constantly seeking ways to enhance my teaching methods and course content, drawing insights from student feedback, industry trends, and academic research. My current pursuit of a Ph.D. in Digital Rhetoric and Composition with an emphasis in Technical Communication, alongside my Master’s in Instructional Design and Technology, reflects my commitment to staying at the forefront of educational best practices.

For part of my career, I worked with students in academic advising. I had come to know the different joys and the struggles of working with a college-age student population. There are two major facets that comprise my personal philosophy of academic advising. First, when working one on and with students, I follow the appreciative advising model. Therefore, each conversation I have is with an individual; not a major, or a GPA or pre-professional emphasis. I approach all of my interactions with the idea that the student sitting in front of me is an individual with their own dreams, gifts and, sometimes, fears. I am able to successfully support my students as I help them to determine their own paths by asking guided questions. The second element I always emphasize concerns the sharing of information. As an advisor, it is my responsibility to provide accurate, up-to-date information about the degrees students are pursing as well as the careers in which they ultimately hope to excel. Therefore, it is my duty to not rest on what I have learned but to continually expand my knowledge base regarding, but not limited to, changes in majors, classes and industries. Ultimately, my goal is to create a learning environment that empowers students to think critically, communicate effectively, and apply their knowledge to solve real-world problems

When I started in higher education, I would have never suspected that my greatest professional satisfactions would come from my interactions with my students and the “a-ha” moments when those beginning understandings move to comprehension and then to long-term knowledge integration. One of the most important lessons I have learned as an instructor and advisor is that the bonds between teacher/mentor/advisor and student do not end when the class is over. The greatest gifts I have received since embarking upon my career as an educator and student affairs professional are the continuing relationships I have with my former students and advisees. In a recent email, one of my students wrote “Also, I just wanted to let you know again how much I appreciate everything you have done & helped me with. I know that it is your job as an advisor, but I’ve always felt that you’ve been more than that & have always gone above & beyond to help me whenever I’ve needed it.” It is this sentiment that inspires me to work on behalf of students in higher education.