SUNY Online Teaching Ambassador 2023: Suffolk – Jill Giresi

Jill Giresi is an Associate Professor of Psychology and Department Chair of the Social Sciences Department. She has been teaching in the asynchronous online format since 2017. As Department Chair, she has helped coordinate workshops for her faculty to aid in a smooth transition to Brightspace, mentored several faculty in best practices in online education through conducting formal observations, volunteered in a faculty pilot program for Brightspace, provided professional development trainings related to online teaching, and served as a Brightspace Ambassador at SUNY Suffolk Community College (SCCC). Jill completed her graduate studies in clinical psychology at SUNY Stony Brook. Her research primarily focuses on exploring the process of anger leading to aggression in couples and families in order to translate this research into more effective prevention and intervention strategies.

With regard to understanding the unique needs of my students, my teaching philosophy is rooted in the use of multi-modal techniques in an attempt to engage the diversity in students’ primary learning methods. I employ visual aids (via PowerPoint and short video clips), video lecturing, short journaling assignments, and foster class discussion through weekly discussion boards and polls. I also provide students with handouts, writing templates, detailed scoring rubrics, study materials, outlines, and frequent reminders (e.g., use of announcements and digital calendars) for upcoming assignment due dates and expectations. I use open educational resources (primary textbook, videos, and articles) to promote critical thinking and aid in discussion. I believe it is important to have an open and comfortable learning environment while also providing structure and balance to the classroom. I view my job to be multifaceted: to be a conduit of information, a professional mentor to students, and to help students learn effective interpersonal and writing skills in school and the workplace.

One of my goals as an educator is to help students to critically think about the concepts discussed in the text and through lectures. Therefore, I incorporate many “real world” examples to illustrate key concepts and encourage class discussions to have students do the same. I find that students, particularly in introductory-level classes struggle with this skill; as such, I interweave methods of critical thinking throughout the semester and through different modalities (lecture, discussion, writing assignments, essay components to exams).

I believe that teaching, similar to any other job, is a constant work-in-progress. I have taken advantage of training experiences through both my institution and in Quality Matters, which have helped me critically analyze my courses regarding course mapping, linking assignments to learning outcomes, and ADA compliance. It has also helped me evolve as a professor as the landscape of higher education has changed. Research suggests that online teaching modalities are notoriously ill-fitted for most community college students. As such, years ago I grew increasingly concerned with SCCC’s student body’s readiness for online classes, and thus took an interest to trying to tailor online classes to fit our students’ particular needs while still maintaining academic rigor and integrity. Therefore, immersing myself in effective pedagogical practice that foster a healthy learning environment, respect, and integrity, across any teaching modality remains at the forefront of my current professional goals. I believe the flexibility online courses offer is an asset for many of our students, particularly when the appropriate structure and support is provided by faculty and staff.