Teaching Philosophy
My teaching philosophy has evolved from traditional instruction to facilitating dynamic, student-centered learning environments. Initially following a "sage on the stage" model, I've moved toward creating spaces where learning is created, not dispensed. Through this journey, I've discovered that the best teaching emerges from collaborative environments where instructors and learners contribute to shared growth.
I believe that teaching should foster dialogue and discovery, cultivate engagement through active learning, leverage technology to promote inclusion, and center inclusive, decolonized approaches. My classroom practices focus on structured retrieval, flexible participation, and creating spaces where students can connect course material to their lived experiences.
Teaching is about continuous growth and innovation. I remain committed to learning from my students and colleagues, expanding access through flexible delivery modes, and implementing universal design principles to create equitable learning environments for all students.
My Teaching Journey
Explore the map below to see the institutions where I've had the privilege to teach. Click on each marker to learn more about my teaching experiences.
Click on each marker to learn more about my teaching experience at each institution.
Teaching Experience
University of Illinois Urbana-Champaign (2015)
After completing my PhD coursework, I had the opportunity to lecture at UIUC, where I designed and delivered courses exploring ancient literature, archaeology, and cultural history. Building on lessons learned from Quest University about active learning and student engagement, I structured these courses to balance content delivery with meaningful student participation.
Readings in Latin Literature
In this mixed-level course on Catullus and Horace, I moved beyond traditional translation-focused instruction by positioning myself as someone who had once struggled with these texts (Latin is hard!). This approach encouraged students to engage more personally with the material.
Classical Archaeology, Rome and Italy
This course explored Rome's material legacy from its early days as a monarchy through the imperial era. Using creative participation strategies like cue cards, I encouraged active engagement while reinforcing retrieval practice principles.
The Tragic Spirit
This course examined Greek and Roman tragedy as windows into questions of justice, power, and human experience. I used familiar references like Harry Potter and Frodo to help students grasp concepts like oikos and polis.
Quest University (2013)
My time at Quest marked a crucial shift in my teaching approach. The university's unique block system, where students take one course at a time in intensive three-hour daily sessions, demanded rethinking traditional lecture-based instruction.
Fate and Virtue in the Ancient World
Teaching this course twice allowed me to significantly evolve my methods. In the first iteration, I relied too heavily on lectures. Student feedback made clear they wanted more interactive discussions and collaborative exploration. For the second offering, I restructured each session into three distinct segments:
- Opening: Brief contextual framing of key concepts
- Exploration: Student-led small group discussions using self-generated prompts
- Integration: Full class discussion synthesizing group insights
Students examined how ancient figures like Achilles, Socrates, and Aristotle wrestled with questions of fate, virtue, and moral responsibility. By having students generate their own discussion questions and work collaboratively, they found personal connections to these enduring philosophical challenges.
University of Western Ontario (2010-2012)
During my time at Western University, I had the chance to grow as an educator through a variety of teaching assistant and instructor roles. It was at Western that a mentor shared a piece of advice that has stayed with me ever since: "When teaching, you can be the Sage on the Stage or the Guide from the Side."
That well-known maxim has stuck in my head ever since. I began to think carefully about when to step forward as an authoritative voice guiding students through complex material, and when to step back to let students take ownership of their learning. Finding a balance between these approaches became a central focus of my classroom practice.
Introduction to Latin
As an Instructor for an Introduction to Latin class, I led a blended, two-term undergraduate course, balancing in-person and online instruction to introduce students to the fundamentals of the Latin language.
Teaching Assistant Roles
In my roles as a Teaching Assistant—spanning courses such as Crime and Punishment in Ancient Greece and Rome, Alexander the Great, Daily Life in Ancient Rome, and Classical Civilization—I worked closely with students through office hours, coursework advising, and detailed feedback on assignments.
University of Manitoba (2008)
My first opportunity to teach came during my graduate studies at the University of Manitoba. At the time, I was very inexperienced and reliant on teaching in the same way that I had been taught.
Introduction to Latin
In the summer session of 2008, I designed and delivered a first-year Latin course to undergraduate students. We met regularly to review readings and cover grammatical concepts.
One of my favorite aspects of this experience was watching students master challenging content and grow in confidence with each lesson. Learning a language that is rarely spoken requires students to practice memorizing new terminology and grammar until they can instinctively recognize words and the concepts they imply. Part of the joy of teaching a class like this comes from being alongside students as they tackle this task.
Student Feedback & Classroom Impact
Direct quotes from observations and student feedback highlight the impact of my teaching approaches across different contexts.
Making Complex Material Accessible
"He explained difficult concepts (sometimes presented rather confusing or over-analytical in the textbook for a first-level course) very well and was always available for questions either in person or by email. Occasionally made mistakes but always corrected them—great course."
Students appreciated my ability to break down complex ideas into understandable components, making challenging material accessible while maintaining academic rigor.
Creating an Engaging Environment
"James sparked a lively conversation about heroes, seamlessly blending student contributions into a cohesive discussion. His use of Think-Pair-Share kept every student engaged, and his enthusiasm for student input created an open, collaborative atmosphere."
My focus on inclusive participation strategies helped create learning environments where all students felt empowered to contribute to class discussions.
Encouraging Critical Thinking
"James guided students to think through the types of conflict a hero might face. They came up with 'personal, strong opponent, moral ambiguity.'"
"James' technique of focusing attention on specific passages, which he reads aloud, is good for encouraging students to base their ideas on specific passages, thus modeling the type of critique sought in papers and tests."
My approach emphasizes developing critical thinking skills through guided exploration and textual analysis.
Building Confidence
"The activity worked effectively to interest the class in the topic of heroes; it also ensured that every student had something to say, and so participation in this portion of the class was well-balanced. The students clearly enjoyed it."
"You're a really awesome teacher. Thanks for teaching us this whole year."
Carefully designed activities help build student confidence and create balanced participation that gives everyone a voice.
Teaching Methods and Approaches
My teaching practice draws on several key approaches that enhance student engagement and learning outcomes.
Active Learning Strategies
- Structured retrieval practice
- Think-pair-share activities
- Student-generated discussion prompts
- Collaborative exploration
Inclusive Teaching Practices
- Flexible participation options
- Diverse assessment methods
- Culturally responsive content
- Multiple representation modes
Technology Integration
- Digital tools for engagement
- Blended learning approaches
- Accessibility enhancement
- Digital collaboration tools
Cultural Bridging
- Contemporary reference connections
- Personal experience integration
- Cross-cultural comparisons
- Metaphor and storytelling
Teaching Journey: Evolution and Growth
From those first steps as a Teaching Assistant to leading classrooms and coaching fellow educators, my teaching journey has been driven by a commitment to inclusion, evidence-based strategies, and meaningful engagement.
Along the way, I've developed skills in curriculum design, student mentorship, public speaking, and team facilitation. Every class, every workshop, and every conversation has reinforced my belief that learning is a collaborative, transformative experience—and I'm proud to play a role in creating spaces where that transformation can happen.
Looking ahead, I remain committed to leveraging technology and evidence-based strategies to create more equitable learning environments, while maintaining an openness to learning from my students and colleagues. This includes expanding access through flexible delivery modes, implementing universal design principles, and using learning analytics to identify and address barriers to student success.
By integrating research on cognitive science with culturally responsive pedagogy, while continuously refining approaches based on diverse student experiences and feedback, I aim to approach teaching innovation with both humility and enthusiasm. My goal is to contribute to lasting, positive change in how we make higher education more inclusive and accessible for all learners.