PRESTON TANNER

Learning requires a persistent willingness to step into the unknown. I like to think that all students are adventurous and enthusiastic about doing so but not all are natural explorers. My goal is to create an inclusive, comfortable environment that allows all students to explore both the subject and themselves. For some, that simply requires providing unique and creative opportunities. For others, that involves encouragement and clear

structure. Above all, that includes an environment where students feel safe, can make mistakes, challenge themselves, and learn from each other, which will help them expand their comfort zones.

Not all students are excited for all courses but that doesn’t stop me from striving to excite all students. I approach teaching somewhat like coaching, which is a process of co-creation that involves discussions, participation, and experiential learning strategies in addition to lectures. This provides learning opportunities that appeal to diverse learning styles, preferences, and backgrounds. Co-created discussions and team-based learning

strategies also draw upon the various backgrounds, experiences, and skills of diverse students, which is a great strength. However, capturing students’ attention is not just about engaging and varied activities. It is also about connecting with students and making courses relevant. I try to make education relevant by connecting content to students’ lives and by making courses practical. This requires listening to my students and intentionally selecting and designing practical assignments. In order to understand my students, I often solicit their input. I ask about their career directions, course expectations, and listen to their feedback throughout the semester. To ensure students feel comfortable providing feedback, I prefer anonymous feedback strategies such as focus groups that are conducted by staff from our Center for Teaching Excellence. Student feedback helps me adapt my teaching and meet the diverse needs of our students.

I try to make education relevant for my students by selecting and designing practical assignments also. Sometimes this involves having students completing journal reflections that link content understanding to current and future behaviors. For instance, students completing community engaged learning or internships under my supervision reflect on how their agencies address social equity, health and wellness, or sustainability within in parks, recreation, and tourism. At other times, making content relevant involves creating assignments that allow students to simulate real-world situations, analyze case scenarios, and study current events or trends. Examples of such assignments include: participation in poverty simulations, conducting inventory management simulations for a sport product, evaluating the social and economic impacts of hosting the Olympics on a city and its residents, and assessing the effects of pay-to-play on sport participation rates. Students find these assignments to be meaningful, practical, and engaging.

In order for students to succeed in diverse settings, it’s important to consider not just the types of assignments and activities, but also the structure and purpose of those assignments. Students need more than memorization. Learning is about remembering, understanding, applying, analyzing, evaluating, and creating, so I develop learning objectives with each of these domains in mind. Assignments, learning activities, practice opportunities, and feedback are all important tools to helping students develop these domains. In many instances I don’t try to give answers as much as I try to pose questions that challenge students to critically think. As a result, exams are not my primary form of assessment but rather a supplement to the many other modes in which diverse students can demonstrate their content understanding and ability to critically think. If I can create an environment in which all of my students feel safe, are engaged, challenged, and supported, they will feel more comfortable to continuously step into the unknown, and they will continue to intellectually grow throughout their lives. I believe this will help lead them to success, and their success is our success. Ultimately, I’m striving to create lifelong learners and to prepare students for productive careers in recreation and sport, where they can they can positively contribute to others and society.