Dr. Peter Meyerson
Based upon my work in K-12 schools in the 1990s and my work in post-secondary teacher education over the past six year, I believe the best teaching and learning takes place in a classroom environment that encourages each student to push the boundaries of his or her current understanding by taking part in personally meaningful learning experiences. I strive to strike a balance between making sure all of my students walk away from a course with a set of common understandings (e.g. through lectures, required reading, group discussions, etc.) and allowing them to pursue this questions of their own interest (e.g. through individual and group inquiry/ research projects). To achieve this balance, I incorporate elements of both a student- and teacher-centered pedagogy into my classroom instructional practices.
I strive to connect my teaching to my scholarship and service work through some unifying themes. First, as a caring intellectual, I am always committed to doing the best job I possibly can no matter what the task. Second, I have increasingly taken the insight from the scholarship I do in the field of social studies and science education, and connected it to my own teaching practices and my service work. For example, one area that my scholarship has increasingly focused on is the topic of student's epistemology (i.e. their understanding of what knowledge is and how knowledge is acquired). My scholarship in this area has helped me improve my teaching by getting me to focus more on helping my students to reflect on their own knowledge acquisition processes. It has also helped in my service work by getting me to really appreciate the various epistemological stances my colleagues from around the University take when they submit teaching and research proposals to the Faculty Development Board upon which I serve.
Office: N/E 608
Phone: (920) 424-7240