Teaching Philosophy and CV

Introduction

Describing my approach to teaching in one sentence, I would say that I aim to foster a deep appreciation for learning while preparing students for success in various aspects of life. My goals and my practices reflect a commitment to teaching that promotes providing education that is well-rounded, interactive, applicable in all areas of life, and enriching.  I believe that learning is the direct path to human flourishing, and education is one important institution to facilitate that path.  Generally, my methods are extremely student-centered and technology use plays a significant role to ensure that this can be made possible, particularly by ensuring that my commitment to create each classroom as an environment of inclusivity so that each student can succeed.  Below, I will highlight several practices that I engage in that show specifically how I foster an appreciation for learning and prepare my students. 

Fostering a Culture of Support

One of my most important objectives is ensuring that my students, all of them, feel supported.  My experience as a student has been one source of direction when imagining supportive classrooms.  I also have attended many of the professional development opportunities that have opened my eyes to improvement.  Student feedback has also helped direct ways in which I can support student’s learning and success. 

Several years ago, I attended a workshop hosted by the Penn State’s Teaching and Learning with Technology team.  They demonstrated the value and use of recording lectures for students.  At the time, they were working on an AI to assist students in navigating past lectures, but what impacted me most was how important this small change could be for student learning.  Recording my lectures and providing access to students has helped tremendously with accessibility issues.  It made lectures more helpful for students with hearing and sight impairments.  It has helped accommodate learning styles, giving students that like to revisit the lectures again access.  It has also allowed for me to accommodate student athletes who must miss class, parents with sick children, and students with careers that might need to miss a class the ability to access content. 

General education classes that I teach bring a myriad of students to me with different strengths and weaknesses.  Whether teaching online or in person, it can be easy for students to get “lost” or feel unheard.  I genuinely care about my students and want them to feel confident approaching me with any issue.  Encouraging student voice is important, and to do so I use several techniques, such as embedding asynchronous discussion threads in physical classes to give shy or anxious students more opportunities to participate.  One student noted, “The discussions were the most important in helping me learn the material. The discussions were the place for communication to occur as well as the group project”   I also have unlimited office hours, and pride myself on using technology to support meetings for students no matter how we interact in the classroom (for example, in person students can use Zoom to meet, and I’ve happily accepted phone calls from students worried about the class at night, and I work diligently to ensure my students feel I honor their time when emailing).  Some of the quotes that have stood out in my student feedback are, "She made the class enjoyable by making sure everybody was included in discussions” and "Dr. Petricini is an amazing professor who truly cares about her students," and "The professor was easy to approach and always responded to emails with questions."  Another student wrote, “Dr. Petricini went above and beyond to meet the needs of all the students in a variety of ways. She addressed all learning styles from hands on and textbook readings, to videos and guest speakers.”  Another wrote, that what had helped them learn was “The open attitude and personality of the professor. I felt immensely encouraged and supported by her. I was able to relax and focus despite my socializing problems due to the atmosphere and learn without much trouble.”

One theme that used to stand out in my teaching reviews was textbook affordability.  I have switched nearly all of my texts in all courses to open education resources and in the process, was supported by three grants.  My scholarship and service also have included work to support my students.  As part of a team, we created a student wellness initiative and I have participated regularly in our annual student mental health and wellness fair.  Finally, I would like to make two more notes about my efforts in support and inclusivity.  After attending a wonderful workshop, I have been shifting all of my syllabi to liquid syllabi (accessible in the class list of this site), a more accessible format for students with various technological backgrounds and capabilities.  I also am currently a Global Learning Faculty Fellow, working on incorporating global learning initiatives into my courses with an aim of expanding students’ worldviews and furthering my mission to a holistic inclusive and supportive classroom experience for all. 

I believe that my efforts go noticed, as one of my most important notes from a student in my SRTE’s explained:

         Professor Petricini, helps create a welcoming learning environment for all her students.  She makes all her students feel special and wanted and no one is afraid to share their ideas in class discussions. She inspires students with her passion for education and for the course material. Always willing to take on new projects and exceeds the standards of the highest honor unequivocally!

I’ve also been honored to have received three teaching recognition awards from student athletes our campus for my support. 

Preparing Students to Flourish Both Personally and Professionally

This goal, to prepare students to flourish personally and professionally, is one that has been full of lessons learned.  One of the most difficult lessons to learn has been to allow failure.  One of my most difficult parts of my job is watching students fail.  It is difficult not to take it personally.  Because I genuinely care, I become part of their story and hope so much for their happy ending.  Over time, I’ve learned to see failure as opportunity and that is one of the significant lessons I try to impart when it comes to my student’s ability to flourish.  One way this is evident in practice is that I make it clear that failing at a project does not mean failing to learn, so assessment strategies that allow for students to fail without it affected their grades are important.  In each course, students are aware that they can make multiple attempt to complete a project, and spec grading options are standard in most of my courses.  So far, there have been three graduates in the Corporate Communication program that I coordinate.   For all three, in which failure was integral to their process.  They came to me from different programs and different campuses.  All three graduated having secured a salaried position. 

Another lesson that I’ve learned is that not everyone can learn, nor can they afford an education.  I try to be a role model both inside and outside of the classroom, recognizing that I have been extremely privileged and grateful for my capability to learn as well as opportunity.  I have a huge passion for learning, and it is imperative that I convey that passion to my students.  A huge chunk of my time is spent on professional development opportunities both to teach more effectively as well as being as up to date in my field as possible.  My campus CAO, Dr. Carrick wrote:

         Your expertise in communication is evident in everything you do. Lastly, you are an exceptional educator who works hard to support student learning and to advance our knowledge of how we communicate in multiple sectors that enable us to understand the message and how to and improve the way we can improve the way communicate with each other.

Within the classroom, one of the strategies I have refined over the years is embracing the unity of two contraries—repetition and novelty.  Originally, having thought that I “knew” that students hated exams, I tried to avoid giving exams and quizzes.   I did have one student write in a past review that what would help them learn was the “implementation of quizzes and exams.” After having attended a course on Lang’s theory on the process of recall as important as the content itself for learners, I began implementing low stakes quizzes, more exams, and more in class activities related to theory and vocabulary.  This shift was received well, generally. One student wrote, “I also like the 10 point quizzes that we take so I think if we were more in depth with the material, we could be tested more often so that we can get better grades” and another said, “The quizzes helped and applying the information in class by working in groups also helped immensely.”  In fact, one major theme in my SRTE’s doing a textual analysis is an appreciation for the quizzes and exams.  I read from another student that, “The quizzes were beneficial because it encouraged students to read the book and then there was a chance those same questions would be on the test It helped with memory [sic]” and from another that “The quizzes every week online which helped understand the textbook material and the multiple speeches which helped to improve my public speaking abilities” and finally, one emphatic student noted that, “I had also liked the little quizzes throughout the course!”

 At the same time, I continued to embrace application assignments such as multimedia projects, papers, and activities.  I embrace the same techniques in delivering content as I hope for them to embrace in their own assignments and assessments, for example, creating Youtube videos to play in Canvas modules.  I try to utilize diverse assessment methods that cater to different learning styles and promote deeper understanding.  One student wrote on my evaluation that “The class was very well constructed and has very meaningful assignments" and another said "I liked the way it was formatted in terms of lectures and assignments."

Beyond the classroom, I also aim to serve as a role model and provide opportunities for flourishing.  Our discipline honor society and our Communication Club have been successful, which I advise.  The Shenango Source, our student newsletter, was spearheaded by me and has been producing for four years.  I’ve organized small field trips and mentor students in multiple ways, including assisting them in our campus research fair, Behrend’s research fair, multiple capstone course coordination, special research courses, and coordinating their internships.  I serve as our local CBS affiliate’s social media expert, and always include my students on days when I am scheduled to appear.  The international CBC Radio One broadcast “Spark” has featured me, and I was the first speaker outside of CUNY’s campus to speak for the Ethics Institute. 

Like above, my scholarship and service support my work to constantly improve my ability to help my students flourish.  My published works focus on relationships and technology, generally.  I have presented teaching and learning scholarship associated with building trust, handling gender bias, providing service opportunities for students in precarious situations, and multiple other works.  Currently, I am serving on the new University AI Committee and was the primary investigator for the campus generative AI study that was distributed to all Penn State campuses.  I was featured as the plenary speaker for the 2023 Commonwealth Instructor Days event, and have given talks to numerous university administrators and groups related to student generative AI use. 

Engaging and Inspiring Students by Promoting Interaction

While technology has played a role in all of the above endeavors, it has been most embedded in my goals to heighten student engagement.  As a student, while technology in the classroom was nowhere near where it is today, I loved when my instructors gamified learning and used interactive lecturing techniques.  Creating an engaging and participatory learning environment, where students are actively involved in the educational process, really matters to me.  The University awarded me with the Jack P. Royer Active and Collaborative Learning Award, which I feel truly validated this goal.   

I have utilized in-glass games, such as Privilege Bingo, Taboo, Ransom Notes, Apples to Apples, charades, and numerous others.  I have also utilized technology to engage students including Kahoot, Nearpod gaming, videos, virtual reality experiences, 3D-printing, Cricut design, podcasting, blogging, and most recently generative AI.  Providing an engaging and interactive experience is difficult in both in person and online courses, but I have spent considerable time and effort to ensure that my courses at both levels are consistent in this matter.  One student wrote that they, “like how Dr Tiffany make each of her zoom meetings interactive and fun to listen to!”  Multiple students have described my classes as fun, and one student stated that what has helped there learning has been “Hands-on fun activities such as pulling topics from bag, playing board game, etc."  One student explained that “She made it a fun learning environment,” another wrote that it “Was a fun course!”  A third noted that my courses were “Fun, great classes where I was engaged and excited for the class” and another stated that “Dr. Petricini's classes are always fun and involved, and meeting with her helps me focus on her class during that period of time.” 

So far, I have received three micro-grants from the university to help further my mission to continuously adapt innovative strategies to engage my students.  Also, I engage in service and scholarship related to this work.  I am currently conducting two studies (IRB-approved) including one assessing the use of the Cricut in the general education classroom, ChatGPT use and its effects on speech preparation and delivery.  I have presented on some of my methods at national, regional, and university levels, such as my use of escape rooms to do exam reviews and Kahoot to engage students. 

To conclude, I greatly value my job and appreciate that it offers me a space to continually fulfill my passion—learning.  I also value that I am able to extend that passion to my students.  My curriculum vitae will support what I have shown above relating to my emphasis on support, engagement, and flourishing both inside and outside of the classroom. 

A Professional Statement about AI Use

Teaching and learning with technology is a hallmark of my teaching philosophy, research, and service.  I have written that technology can be a conduit for human flourishing, and this applies to all areas of our lives, including our learning and education spaces.  The three most important elements of my teaching philosophy ground my technological perspectives—fostering a culture of support, preparing students to flourish personally and professionally, and engaging and inspiring students through interactivity. 

From the invention of writing to generative AI (GAI), all new technologies have and will continue to have the potential to impact our world both positively and negatively.  I see my role as an instructor dedicated to promoting the goods of flourishing, support, and engagement as a significant pathway to help shape technologies to be used for good.  This is the case for me with all technologies, including generative AI.  Imparting these same goods to my students when using all AI, including GAI, is my aim. 

Aristotle outlined multiple paths to flourishing and happiness, all relating to the development of particular virtues.  They serve as a good guide for my expectations about student use of AI and my own.  While there are several, below I am going to highlight just a few.

#1.  Be truthful about your use of GAI tools.  Truthfulness is not about telling the truth in this sense.  It is about transparency.  I will be transparent when I have used or intend to use AI in and outside of the classroom space.  I expect the same transparency when students use AI for their own work in the classroom.  This can include citing it in papers, verbally telling me they have used it, or making a notation somewhere in their assignment or assessment in some way that it has been used. 

#2.  Use it to help you, but not to replace you.  This is about Aristotle’s virtue of temperance and prudence.  Temperance is about self-regulation and prudence is about making good decisions.  It means recognizing the right ways and wrong ways to use GAI. GAI’s are biased, and they can cause a great amount of harm. I am dedicated to teaching students how to use it in our classes and in their profession, and driving them toward using AI in ethical ways. 

#3.  Have the courage to take chances.  This is a new world, one in which the possible uses for GAI are endless.  If they have a fun idea about how it might help them, I want them to go for it—as long as they remember the above two guidelines.  I also want them to make sure that they share it—our classroom space is designed for learning, and we learn from each other.