Teaching Philosophy

My teaching philosophy is grounded in a simple belief: students learn best when they can connect what they are learning to what they will actually do. In funeral service education, this connection is not optional—it is essential. This profession requires technical knowledge, emotional intelligence, ethical decision-making, and the ability to work with families during some of the most difficult moments of their lives. Because of this, my central goal as a teacher is to bridge the gap between classroom learning and real-world practice.

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Having spent over two decades in the profession, I believe it is my responsibility to pass along not only foundational knowledge, but also the practical insights that cannot be found in a textbook. At the same time, I work to meet students where they are. My classrooms are made up of diverse learners, many of whom are adult students balancing school, work, and family responsibilities. Recognizing this, I prioritize flexibility, relevance, and meaningful engagement.

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My goals as an educator are shaped by both my professional background and my academic training. My experiences in the field showed me what students truly need to succeed, while my graduate work in education has given me the tools to design learning experiences that support those needs. My approach is strongly influenced by the principles of andragogy, which emphasize the importance of self-directed learning and the value of learners’ prior experiences. I also draw from bell hooks’ concept of engaged pedagogy, which highlights the importance of creating a learning environment where students are active participants rather than passive recipients of information. Additionally, I incorporate student-centered strategies such as the flipped classroom, where students engage with foundational material before class so that class time can be used for discussion, application, and deeper learning.

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To achieve my goals, I rely heavily on interactive and scenario-based teaching methods. I believe that students learn best when they are actively involved in the learning process. In my courses, this often takes the form of case studies, simulations, and role-playing exercises. For example, I use first-call scenarios to help students practice communication skills, or case analyses that require them to think through cause of death, embalming considerations, and professional responsibilities. These activities allow students to apply their knowledge in realistic situations, helping them build confidence before entering the profession.

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The assignments I design are intentionally aligned with real-world expectations. Rather than relying solely on traditional exams, I incorporate activities that mirror the tasks students will encounter in their careers. These may include mock arrangement conferences, professional documentation exercises, or collaborative problem-solving tasks. At the same time, I recognize the importance of preparing students for licensure, so I also integrate structured assessments that reflect the format and expectations of the National Board Exam.

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I evaluate my effectiveness as an instructor in several ways. Student performance is one important indicator, particularly when I see growth in both knowledge and confidence. I also use student feedback, both formal and informal, to refine my teaching practices. In addition, I engage in self-reflection and seek out peer and instructor critiques to continually improve. Teaching is not static, and I believe that effective educators must be willing to adapt, learn, and evolve.

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Teaching matters to me because it allows me to contribute to the future of a profession that has been central to my life. Funeral service is a field built on trust, compassion, and professionalism. By working with the next generation of funeral directors and embalmers, I have the opportunity to shape how that trust is carried forward. I find fulfillment in helping students develop not only the technical skills they need, but also the confidence and judgment required to serve families with care and integrity.

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I am a teacher because I believe in the impact of education. I have seen firsthand how preparation, or the lack of it, can affect both professionals and the families they serve. My goal is to ensure that my students leave my classroom not only knowledgeable, but prepared. Ultimately, I teach to make a difference: in my students’ lives, in their future careers, and in the communities they will serve.