Susan Saurage-Altenloh, PhD - Teaching Philosophy

Teaching Philosophy

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A Transformative and Student-Centered Approach

My teaching philosophy is rooted in the belief that education, particularly within the realm of business, should be a transformative journey. It goes beyond the mere transfer of facts and figures to foster profound personal and professional growth. Grounded in the principles of Transformative Learning Theory, my approach aims to nurture essential skills and cultivate a mindset that thrives on critical reflection, active engagement, and practical application. Through this process, students are empowered to become adaptive, reflective, and innovative leaders prepared to navigate the complexities of the business world.

Classroom: A Space for Transformation and Engagement

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In alignment with the university mission to provide high-quality, flexible education to adult learners, my classroom serves as a transformative space where students actively engage in constructing knowledge. Drawing on Transformative Learning Theory, I design experiences that challenge students to reflect on their assumptions and expand their worldviews.Through active, experiential learning, students tackle real-world challenges, such as analyzing a technology company facing market disruption. These experiences, rooted in David Kolb’s experiential learning cycle, allow students to internalize complex concepts and apply them to their professional contexts, bridging the gap between academic theory and practical application.

Approach: Student-Centered and Adaptive

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Guided by values of flexibility, inclusivity, and relevance, my teaching approach is fundamentally student-centered. I see myself as a facilitator, supporting each student in navigating their unique learning journey. Inspired by Andragogy, I encourage self-directed learning, where students set personal goals, engage in reflective practice, and apply their learning to their professional lives.Creating an inclusive and supportive environment is central to my philosophy. Influenced by Humanistic Education Theory, I value open dialogue and celebrate diverse perspectives. This fosters a learning space where students feel empowered to take ownership of their education, reflecting Capella’s commitment to meeting the needs of adult learners.

Goal: Empowering Lifelong Learners and Leaders

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My primary goal aligns with the university’s mission to help learners maximize their personal and professional potential. I aim to equip students with practical skills and a growth mindset that prepare them to thrive in the dynamic business world. Drawing on Transformative Learning Theory, I help students become adaptive, reflective, and innovative leaders.For example, a recent student applied the critical thinking skills developed in my class to streamline operational processes in a healthcare system, achieving significant improvements in both cost and patient satisfaction. This real-world impact exemplifies the university’s vision of transforming lives through education.

Active Learning: The Cornerstone of Development

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Active learning is foundational to my teaching philosophy and the university’s commitment to engaging, relevant learning experiences. Students participate in hands-on projects, simulations, and case studies that demand critical thinking and application. These activities, personalized to leverage each student’s unique background and experiences, align with Experiential Learning Theory.By engaging in real-world scenarios, students not only deepen their understanding of complex business concepts but also develop skills that are immediately applicable in their professional contexts.

Assessment: A Tool for Growth and Development

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The university emphasizes the importance of challenging and relevant assessments, and I view assessment as a tool for continuous growth and transformation. Inspired by Transformative Learning Theory, I use formative assessments to provide constructive feedback that sharpens students’ critical thinking and analytical abilities.Summative assessments challenge students to integrate their learning and demonstrate mastery, fostering a reflective approach to growth. This ensures that assessment is not merely about performance but also about enhancing student potential in alignment with their personal and professional goals

Professional Growth: Modeling Lifelong Learning

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In alignment with a mission of fostering lifelong learning, I am committed to my own continuous professional development. I engage in collaborative research, publish scholarly work, and explore innovative teaching practices. By modeling a growth mindset, I inspire my students to embrace their own lifelong learning journeys.Participation in professional associations and academic committees helps me stay current with emerging trends in business education. This ensures that my teaching remains relevant and impactful, further supporting the university’s mission of offering innovative, high-quality programs.
In conclusion, my teaching philosophy integrates the university’s mission to extend access to high-quality, relevant, and engaging education with the transformative potential of education. By aligning Transformative Learning Theory, Experiential Learning, Andragogy, and Humanistic Education, I aim to cultivate reflective scholars and adaptive leaders who are prepared to thrive in complex, real-world environments. Together, we achieve the vision of fostering lifelong learning and professional excellence.

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