Teaching Hallmarks
Dr. Redmond’s students presenting collaborative research in small groups to Georgia College Early College Students.
Global Engagement
In every course I teach, I challenge students to recognize and seek out globally balanced points of view to hone intercultural competence skills. This exposure develops critical thinking skills necessary for students to become productive citizens.
Dr. Redmond’s students working collaboratively in the Language Resource Center.
Collaboration
Students need connection and community to thrive. My courses engage students to work in teams and share ideas to master course concepts. The atmosphere in my classes fosters respectful dialogue among peers. I believe that classes should be filled with lively discussion and active pedagogy to encourage students in the learning process.
Dr. Redmond’s students ask questions during C-bEL debrief session.
Local Application
By using Community Based Engaged Learning (C-bEL) projects to analyze global issues in our local context, my courses build capacity for good among the university community and Milledgeville and Baldwin County residents.
Pedagogical Approaches
Active Learning Approach
Active learning in the most basic form can be defined as activities that students do and think about while doing them. In my classes this includes inquiry-based projects (like investigating influential leaders in the world and collaborating with classmates to write a book on the findings), technology-enabled activities (such as exploring different areas and cultures of the world with VR Goggles), collaborative learning activities (Breakout Rooms and Reacting To The Past Games that bring history to life), and conceptually oriented tasks (developing research ideas from course concepts and linking those to campus resources to produce a quality project). Most importantly, active learning in my courses ensures that students are met with engaging lessons that develop practical skills.
Creative Research Endeavors
There is something magical about solving problems that piques student engagement. My students are always challenged to undertake collaborative research projects with their classmates that benefit community stakeholders as well as undertaking individual research projects that link to their major and personal interests.
Skills-Based Outcomes
I can remember sitting in classes when I was younger and lamenting over the material covered because I couldn’t conceptualize the link between what we were learning and my “real life”. One non-negotiable teaching practice that I exercise is connecting students to the big picture of how skills developed in my courses will benefit their long-term goals. I’ve noticed that when students develop a sense of purpose in classes, participation increases exponentially.
Student Feedback
