Jarrod Plank

Education

• Doctor of Physical Therapy, DPT, Marshall University, 2023
• Bachelor of Science in Exercise Science, BS, Morehead State University, 2019

Teaching Philosophy

While the pedagogical approach of all that teach is somewhat resultant of the individual’s intrinsic characteristics, it is also molded to serve the needs of those being taught. It is inevitable that a large portion of those who are enrolled in kinesiology-related courses also desire to pursue post-graduation endeavors within the clinical realm which value patient/client-centered care, and with this prevalence, the necessity of real world-based lecturing is vital to developing and expounding upon the intuitiveness of those entering the health profession or fitness industry.

As a Doctor of Physical Therapy, my objective in teaching is ultimately two-fold due to my clinical background. From a fundamental education perspective, my goal is for students to achieve a sense of self-gratification upon understanding of a topic of perceived difficulty and conclusively, successful completion of the course. Simultaneously, my objective is to deliver the course curriculum in a manner which provides students with a heightened insight into the application of the curriculum to real-world scenarios. As a result of incorporating patient/client-based circumstances to course content, my desire is that students are left with a greater understanding of the applicability of topics discussed and an increased interest in the occupational field of which they are pursuing.

As a faculty member delivering kinesiology-based material, my responsibility is not exclusive to merely delivering textbook content, but delivering said content in a manner which promotes hands-on experiences and field-relevant application. The students which compose the roster of a bachelor's degree in exercise science present with various occupational and educational goals following attainment of their degree including but not limited to personal training, strength coaching, physical therapy, and occupational therapy; therefore, it is indispensable that the topics presented be made applicable to an array of real-world settings.

With the above stated in mind, it is essential to acknowledge that the requirement to carry out these objectives is to generate effective interaction between professor and students. To provide this effective interaction, a comfortable environment must be constructed in the classroom which enables students to communicate with the professor and other classmates without hinderance. Establishing an environment of comfortability is a direct result of the lecturer’s construction of such an environment, and once this environment is constructed, true, effective learning is made possible.