Expressing your teaching philosophy in 10 words can be a short but powerful way to reflect on your teaching values and practices. We asked the recipients of Oakland University’s 2026 Teaching Awards to share their Teaching in 10 Words, plus a little more on those 10 words. Learn more about the awards, which are coordinated through the Senate Committee on Teaching and Learning.

Empowering Students to Cross and Reconstruct Bridges as Critical Thinkers 

Varna Taranikanti (Foundational Medical Studies), Teaching Excellence Award

As a teacher I see myself as a bridge, guiding and supporting my students through their medical education. Through team-based learning (TBL) and self-directed learning (SDL) strategies, I use authentic case-based, real-life scenarios to motivate them to discuss as a team and simultaneously display their answers. Although I provide the final answer, I encourage all plausible rational explanations that could justify their answer being different from mine. This way I help them cross the bridge I create but also joyfully dismantle it. I also find they become confident, open to others' perspectives, and adapt to new situations and construct bridges of their own. Students describe my sessions as collaborative, which makes them feel empowered to explore their passions and discover new interests.

The History Laboratory: Question, Investigate, Discover, Challenge, Rethink and Transform

Rochelle E. Danquah (History), Excellence in Teaching Award

My classroom is the History Laboratory, which is a place where the past is investigated rather than memorized. Investigating primary sources becomes the evidence, questions are students’ investigative tools, and their ideas are  experiments. In my classes, students do not simply learn about big history and what happened; they learn how to question and seek out how and why primary sources can disclose different and unique stories about the American experience. I want students to understand that it is alright to question established narratives, while learning to investigate evidence that challenges dominate narratives that make assumptions about our past. In the end, my students will feel empowered and discover new perspectives, while rethinking what they thought history was. Transformation sparks curiosity; which leads my students to develop their own voices and develop a better understanding of history at home or aboard on the planet we all share.

Critical Thinking Alongside Artificial Intelligence Examples

Jennifer Heisler (Communication & Journalism), Online Teaching Excellence Award

There’s no single right approach to AI in education. In Communication, however, students must understand AI’s strengths and weaknesses for their future careers. I’ve challenged myself to learn alongside students by incorporating AI-generated content into classroom activities. I often use AI to create examples for discussion, openly acknowledging its use. During class, students apply course materials to the examples; afterwards, we also discuss the value/helpfulness of the AI examples. Sometimes, the AI products are good (and students articulate why and how); other examples are terrible (and the students enjoy those moments even more). As they offer suggestions for what was ‘missing’ from those examples, they simultaneously reinforce course concepts and practice critical thinking skills.

While I retain a healthy skepticism of language models, I’ve received positive feedback from students who express appreciation for the chance to discuss (and evaluate) AI in class. Overall, it’s an opportunity to learn alongside students as we work our critical thinking skills in the AI age.

Image by Madeline Shea, created for CETL. Others may share and adapt under Creative Commons License CC BY-NC. View all CETL Weekly Teaching Tips. 

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