A Jesuit Education is important to me because I believe that service of others is paramount to the success of humanity. I appreciate a creative and customized teaching approach. I believe that each adult learner brings their own frames and experiences to the table that should be openly discussed and reflected upon to reveal teaching and learning opportunities. My goals of teaching are to bring these frames to the surface so that genuine inquiry and learning can take place through a variety of methods. I learn as much from adult learners as I am able to teach them.

One of the ways in which I expose frames of learners is through an advocacy-inquiry method I learned at Harvard University in a comprehensive Simulation Instructor Workshop. The method is used for debriefing with “good judgement” as opposed to “judgmental” or “nonjudgmental” communications. I have found that the approach is a powerful communication tool that is effective with a variety of teaching strategies and in a variety of settings. The premise of the advocacy-inquiry communication structure is to be honest about what you see and think about the behaviors or comments of the students. The second part of the structure is to be curious about why the learner has this frame. Through careful listening and thinking, I am able to create teaching goals and learning opportunities.