THERESA DVORAK

I approach my teaching as I do my love for cooking. I start by looking at subjects that either I know I love or want to enhance my knowledge about. Then, I read and read and read some more to understand the ingredients fully and how they relate and react to each other.  And then I practice because as many scientists and chefs know, you do not truly understand how the components will work together until you attempt what has been written.  After which it is time to get creative! I do this in the classroom by learning what assignments foster a student’s learning and understanding and reworking the parts that fall short.  I play with different ways to explore the material to ensure understanding, not confusion, through discussions, technology, and student interaction. This evolution is always happening; as the material that lays the foundation for each class, like pasta to Italian cuisine, remains constant the presentation of the material adjusts to the individual class.

My career started as an outpatient sports dietitian, which built my foundation for building a career in higher education and sharing my love for the field of nutrition and health behavior change as I strive to spark curiosity and fuel a lifelong desire to learn and grow. As in my patient-centered approach to nutrition counseling, I want to drive my goal of a student-centered learning environment in which the instructor acts as a facilitator, content expert, and practitioner role model. Specific features of my teaching philosophy and strategy include outcomes-based course design with clear learning objectives; interactive lectures and active learning principles; individual and group case problem-based activities and engagement outside the classroom that foster simulation-based education with deliberate practice to develop self-efficacy; challenging assessments; and opportunities for debrief reflection, and growth. 

Ultimately, I intend to lead the class through the course material while welcoming individual perspectives and questioning.  I encourage students to learn the scientific foundation of nutrition, learn how to practically apply that information, and repetitively practice and engage with the material while receiving feedback throughout the process. This ability to build confidence and competence in the material allows the learner to employ the material more effectively in their lives and future careers.

It is my belief that nutrition is medicine, and the more we understand how to provide our mind, body, and soul what they need, the more likely we can live long and joyful lives. I believe that to be a great educator, you must never stop learning and thus cultivate a reciprocal learning environment where, just as at a shared meal, the reciprocity is palpable, and so is it in the classroom. I strive to share and receive knowledge just as much as the students can learn while sharing their knowledge and experiences with those around them. In the end, I am able to create a learning environment that empowers the learner to not just memorize facts but engage and relate to the material in ways that form lasting and meaningful connections.