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Visual Teaching Philosophy Empowering Inclusive Learning and Managing Expectations

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2021 ASEE Virtual Annual Conference Content Access


Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Tagged Division

New Engineering Educators

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Paper Authors


Tawfik Elshehabi University of Wyoming Orcid 16x16

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Dr. Tawfik Elshehabi is a Senior Academic Professional Lecturer at the University of Wyoming. He joined the College of Engineering and Applied Science in 2017 as an Associate Lecturer. Currently, he serves as the Program ABET Accreditation Coordinator. He also manages the simulation facility in the Engineering Education and Research Building. He is a registered Professional Engineer with the State of Wyoming. He received his Ph.D. degree in Petroleum and Natural Gas Engineering from West Virginia University.
Dr. Elshehabi taught numerous Petroleum Engineering and Engineering Science courses. He received several teaching and learning awards. He published several technical papers and posters in the areas of Petroleum Engineering and Engineering Education. He is an active member and fellow of numerous Petroleum Engineering and Education societies, including SPE, AADE, IADC, ASEE, NETI, AAC&U, LAMP, and NSPE.

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Educators revisit their teaching philosophy statement (TPS) when applying for new jobs or promotion and tenure. However, sharing our teaching philosophy with our students could make a significant difference. This research presents the results of creating a visual model of my teaching philosophy and sharing it with my students. My teaching philosophy informs my students that we learn in teams to gain not only technical knowledge but also skills and ethics. It expresses to students that my core values are to care, share, and be fair. I care about their life-long learning, as well as achieving fair grades. The visual model also shows the different levels of engagement and communication; student-to-student and student-to-teacher. In this student-centered, inclusive classroom, I share all the needed resources and provide clear expectations to ensure students’ success. Thus, for assessment, the visual grading chart reveals to students what is required to earn an “A.” This chart communicates the expected amount of time, effort, and commitment.

Overall, students were inspired by the visual model of my teaching and assessment philosophy that we discuss on the first day. This visual model bridges the gap between instructor and students’ expectations and facilities an inclusive learning environment. Using syllabus survey, discussion board, and classroom observations, students reported that they took the initiative of their learning and achieved higher grades. Nearly 90% of my students (N=87) strongly agreed that sharing my teaching philosophy is critical. Additionally, underrepresented students were empowered and archived more than half the “A”s in my courses. In conclusion, since equal is not always fair, instructors must make their expectations exceptionally clear to ensure that any student can succeed and earn an “A.” I believe it is time for educators to polish their teaching philosophy, create appealing visual models, and share them with their students.

Elshehabi, T. (2021, July), Visual Teaching Philosophy Empowering Inclusive Learning and Managing Expectations Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.

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