Lenora Davis Teaching Philosophy  

June 2020 
 
​I believe in the practice of fostering students as scientists, at every age. This means I provide 
students with opportunities to discover and gain knowledge in various ways, aiming to find the 
ways they learn best. I believe in the importance of learning outdoors, whether with field trips, or 
simply stepping outside to observe and experience science in action, as ways to engage students, 
especially those underserved by indoor education.  
 
Since climate change and environmental issues are some of the biggest challenges facing the 
world, my purpose for teaching is to inspire students to love the natural world, become aware of 
its issues, and build skills to be able to solve such problems. To help students build a love and 
sense of awe for nature, I use interdisciplinary activities, like sit-spots, where students spend time 
being in nature, writing and drawing what they observe. I teach about climate change and 
environmental problems using the art of inquiry, asking open-ended questions which expand 
thinking beyond one correct answer, for example, “What roles could fire play in the ecosystem?” 
By first asking inquiry questions, students can then choose what interests them to explore more 
using the scientific method. I encourage the building of communication and collaboration skills 
by having students work together to brainstorm ideas, interpret graphs, and solve group issues.  
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I care about students as whole complex people who are not simply their academic successes or 
failures, and try to get to know what they are passionate about, whether that is journalism, 
hiking, or Minecraft. By getting to know my students more personally, I reject the mind-body split 
predominant in academia that prioritizes only knowledge instead of holistic practices. I strive to 
create an engaging learning environment where students are challenged enough to be able to find 
their edge, and are excited to be there. This was a challenge while teaching during over Zoom 
during the COVID-19 pandemic, however, I learned how to make meaningful connections with 
students by listening to their stories, using their names, and building off concepts they are excited 
about. No matter the setting, I convey my passion for nature through showing excitement for 
natural processes at all scales, from the enormity of a majestic Douglas Fir Tree, to the rich earthy 
smell of the soil.