Education
Bachelor of Science, Environmental Studies, University of California, Santa Barbara, 2012
Masters of Public Affairs, University of Texas at Austin, 2020
Teaching Experience
2018 Certificate, Graduate Teaching Fundamentals Seminar, Faculty Innovation Center, University of Texas at Austin.
2018 GTA Sustainability & Ethics in Latin America, Undergraduate Studies Signature Course, Dr. Gregory Knapp Faculty, Department of Geography, University of Texas at Austin.
2019 GTA Creative Problem Solving, Undergraduate Studies Signature Course, Larry Speck, AIA Department of Architecture, University of Texas at Austin
2019 Instructor, Graduate Teaching Fundamentals Seminar, Faculty Innovation Center, Dr. Molly Match, University of Texas, At Austin
2019 GTA Public Financial Management, LBJ School of Public Affairs, Dr. Marty Luby, University of Texas at Austin
Student Feedback
Philip M. Jankoski
Teaching Statement
I believe that people are born learners and knowledge is gained when students have the adequate environment and space for deep thinking and reflection. My role as a teacher is to facilitate an inclusive and stimulating environment and provide the space for this to occur. I strive to convey my own personal connection and passion to the material and ideas for students to make the learning experience engaging, energetic, and passionate.
Students will learn when they are engaged in material germane to their own human experience and when concepts reinforce their previous understandings of the world and their place in it. To do this, I underscore the importance of dialogue and inquiry among students in lieu of lecturing. I interlace core material into the discussion for students to bat around and ask critical questions that keeps the process fluid.
As a teacher, I believe it is important to assess and get to know each student personally. My goal is to start where they are presently and connect learning objectives back to their unique perspectives and experiences. I find by linking the material to students personally, it allows them to expand off their existing intellectual foundations and venture into new territories. This promotes reflection and more nuanced understandings of previously held views.
Like myself, I hold students to high standards and expect a commitment to learn, strong work ethic, and respect and kindness for and to all fellow students. It’s paramount that a classroom is an inclusive and accepting environment for everyone but ideas and convictions can be respectfully challenged and being uncomfortable or unsettled may be part of the learning process.
Academia is an incubator and students must understand how material learned applies to life, career and provides purpose. Activities are important vehicles to present core concepts and material in new ways but also prepare students for life after their degree. I prefer debates, presentations and idea sharing, projects, sketching and mapping, and break out discussion and writing groups to be the most effective learning activities. These are tangible skills that students must master to succeed. Students working with peers must be congenial and emotionally intelligent. They must be able to articulate and sell their ideas through logic, reason, and empirical research. They must be able to speak confidently and illustrate their understanding of the objective at hand.
Overall, teachers and students are partners in intellectual pursuit and must hold a social compact in the learning process that focuses on mutual respect and gain.