Atypical Classrooms
There may not be a typical day in Dr. Hurley’s classes. She teaches both on-ground and online but in whatever setting she starts with creating an inclusive environment by listening to the students and building connections to course content based on their level of understanding. This requires continual feedback, of which she is a big fan. As opposed to grades, such feedback is low stakes and formative, it can be a quick on-the-fly survey or show of hands. It may also be more in-depth and personalized. “The students I work with love feedback in any form. They are hungry for individualized responses to their work and are diligent about incorporating it in their future assignments.”
She also loves case studies which are one of the most effective forms of active learning. By simulating real life scenarios they stimulate critical problem solving abilities in students. Not only does Dr. Hurley use them, she also creates her own tailored to class needs. Dealing with sensitive real life problems can trigger adverse reactions in students. While providing trigger warnings, she may also ask, “Would working with this client make you uncomfortable?” Getting students to be sensitive to their own emotional reactions is the first step in creating a caring empathetic environment with clients.
Trio of Interests
Dr. Hurley’s teaching is a natural extension of her research and service interests. One focus of her research is vicarious trauma, a sort of professional hazard of counseling professionals who may take on too much from their clients. This research serves her well in the classroom. In addition to the first hand experience conducting such research entails, it gives her a researcher’s mindset which she models for students all the time, both in her classes and for the student research projects she mentors. “Staying open, foregoing snap judgments, and developing a sense of neutrality to all points of view is very important in research and in the field.”
Doing what you expect your students to do
When it comes to evaluating and improving her own teaching practice, Dr. Hurley tries to take her own advice. “I do what I expect my students to do: Consult and evaluate resources for best practices, collaborate with colleagues across campus, and constantly seek fresh ways to present material and engage students."
Her advice for new teachers? First of all, “be a learning partner with your students.” She advocates for maintaining a down to earth approachable persona. “Don’t pose as an expert, even if you are one.” Students have to make their own connections in order to learn. Finally, “don’t over rely on the bells and whistles." Teaching technology can be cool if used effectively but never be afraid to be real and present with your students.