Aimee Doherty-Giza, Ed.D.

Assistant Professor of Humanities and Languages
Division: General Education
Email: aimee.giza@Becker.edu

Education

Ed.D., University of Phoenix
M.A., University of Phoenix
B.A., Worcester State University

Overview

I began my work in the field of education as a career counselor at Salter College. I assisted students with internship placement, taught workshops on job search, resume writing, interview skills, and professionalism. I also assisted students on their job search and placement.

Research

Master's level – Thesis-researched academic support outside of the classroom, focusing on the need for strong academic support centers for institutions of higher education.

Doctoral level - Dissertation research focusing on assessment in higher education.

Other research interests include learning styles, assessment, professional development, and instructional methods.

Philosophy

I have an educational philosophy that is both eclectic and contemporary. I find that relevance is one of the most underused words in higher education, and I pride myself on teaching materials that are relevant and useful. Having taught for six years in higher education, I have had the opportunity to develop a philosophy that is not only conducive to my students, but extremely relevant to my field of study. Working with my fellow faculty members, and teaching part-time has really given me the opportunity to find out who I am and what I want to stand for as an educator, which I admit, changes as I consider myself a lifelong learner. I believe that teaching should first be a passion and second be a career. It is important for a teacher to enjoy working with students and always want to offer their students the best education possible. I may sound overly optimistic, but my goal is to impact as many students as possible, and hope that I teach them skills that they can impact others with in the future.

My teaching philosophy is made up of three elements:

Instruction

Over the past five years I have learned a great deal about instruction from my experience in the classroom. I have come to realize that no mind is alike, and it is one of the most important jobs of an educator to take this into consideration when teaching. I have a great interest in the study of learning styles, and through this interest I have allowed myself the opportunity to test different teaching styles within my classroom. I have come to appreciate the cognitive, constructivist, social, and humanist theories. Combining different aspects of these theories has given me an instructional theory that is extremely conducive to student learning. I strongly believe that these theories can be updated to fit the current needs of college students. As Jean Piaget once said, “The principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done.”

Assessment

Through my doctoral studies I came across Thomas Guskey, a distinguished service professor of education at Georgetown College, who has spent his career focusing on assessment, and more specifically using assessment to improve education. He does not believe that ranking schools for purposes of accountability is a fair use of assessment tools, but rather as tools to improve instruction and modify approaches to individual students. Personally I believe that assessment is essential to improving classroom instruction and student understanding. In my years of teaching I have learned that the more frequent the assessment, the more learning that takes place. By allowing students to focus their studies on one small section of information at a time, they are able to handle the learning process and come out with new knowledge in the end.

Professional Development

I am a firm believer in professional development. I feel that it is extremely important for teachers to be educated on the most up-to-date, best practices. In order to offer students a relevant curriculum, it is important to stay on top of the trends. Through my dissertation work I am beginning to learn a great deal about the underutilization of professional development in higher education, which is extremely disheartening, because professional development is such an important piece of the educational paradigm. I have hopes to discover information about professional development through future research that will allow me the opportunity to create a model that assists administrators in motivating faculty to participate in professional development.

 

 

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