Within the last fifteen years, service in a variety of capacities – director of curriculum, curriculum specialist, committee member, science teacher, adult learner, mentor, adjunct instructor – has led to a clear understanding and appreciation of the ultimate recipient of education: the student. The challenge of continued work in an environment known for adapting its educational programs to the needs of its students as well as the community it serves holds much appeal, and I welcome the opportunity for growth as an educational leader in the realm of higher learning.
My philosophy of higher education includes working to create a classroom approach that provides learner-centered educational opportunities and experiences specific to the student. A student in higher education, as a member of a body of diverse learners, presents a unique set of instructional opportunities not only for those who develop curricula and instruct within the program areas but also for those who work within the academic and career support systems. Learning experiences must actively engage students in meaningful and relevant activities and provide the chance for students to understand the importance of working collaboratively. Recognizing the many ways that students learn as well as the unique experiences each may bring to the classroom, I establish a learning environment that encourages utilization of talents and offers varied means for students to demonstrate what they know and have learned.
The importance of thorough understanding and practice of current trends in educational research remains a cornerstone of my philosophy. Higher education personnel are effective in that they follow these trends and put into practice productive strategies for student success. Effective personnel also use this knowledge to improve their work practices as well as existing programs and educational experiences. Collaborative efforts ensure the development of programs that center on student needs and address the educational and economic challenges of creating pathways to jobs and careers. As example, the use of current research in the area of learning communities led to my ability to effectively partner the College of Nursing with the mathematics department at SPC to pilot an elementary statistics course designed for nursing students as a means support development of skills in evidence-based practice needed for success in the RN-BSN program.
Determined leadership, effective programming, and attention to the student enhance the institution’s ability to meet the discrete learning needs of the individuals it serves, and I strive not only to support but also to serve as a leader and an effective instructor, treating each of my students with respect as pupils, as professionals, as individuals. No matter my occupational role, I stand for the student and his or her needs in terms of instruction, coaching and mentoring, and personal and professional development. I will continue to seek opportunities that allow me to work for and with the student. There remains no greater joy or satisfaction.
If I am not in my office, I have most likely been called to a meeting (Fridays are typical meeting days for me.) See Lisa Irwin in LY 205 to leave a message or to make an appointment. Or, you can email me at Delgato.Meg@spcollege.edu
10:00 am - 5:00 pm Tarpon Springs Campus, LY 206
10:00 am - 2:00 pm Tarpon Springs Campus, LY 206
9:30 am - 3:00 pm Tarpon Springs Campus, LY 2064:00 pm - 5:00 pm Clearwater Campus, SS 170
10:00 am - 12:00 pm Tarpon Springs Campus, LY 2061:30 pm - 3:00 pm Clearwater Campus, SS 1704:00 pm - 6:00 pm SPC Midtown, CA 104
Classes shown below are for the current term: Spring Term 2015 (0495)
BSC 1005 #2024 TS BB210 2:00 pm - 4:40 pm
BSC 1930 #2997 TS DE431 5:30 pm - 8:10 pm
BSC 4931 #4013 CL ES318 5:00 pm - 6:00 pm
BSC 4931 #3883 CL NM166 12:30 pm - 1:30 pm
BSC 1930 #3367 MT CA104A 6:00 pm - 8:40 pm
= Meg Delgato has added information specific to this course.
(syllabus, video, class meeting times, etc.)