My teaching philosophy is anchored in the belief that effective pedagogy is rooted in learning. I consider this to be particularly relevant as an instructor of social sciences, as teaching has the ability to change the way both my students and I view the surrounding world. Education that goes beyond simply fulfilling requirements and rote memorization lays the groundwork for change on personal and social levels. Good teaching not only galvanizes interest within the student and instructor alike, but also provides students with the support required to develop the skills and knowledge base necessary to cogently effectuate social change.
After having spent a number of years in higher education settings, both as a student and an instructor, I employ a foundational framework of four elements that I believe fosters student learning and engagement beyond the classroom:
(1) Create a welcoming classroom environment that invites and respects differing opinions and ideas
(2) Recognize that students are diverse in their backgrounds, biases, beliefs, as well as in their levels of understanding and motivation
(3) Awareness as an instructor of my role, both in the classroom and in community settings, and what teaching means to me as part of my identity
(4) Application of what is learned in the classroom to current community settings through a variety of methods
As I become a more experienced educator, I know that my teaching philosophy will continue to be shaped by my own learning experiences in the classroom. However, the belief that effective teaching has the capacity to raise awareness of social issues, to foster critical thinking about social inequities, and to develop support for the communities we serve will always be at the root of my pedagogy.
DiGregorio, N. (in press). Leveraging access to the social affordances of marriage: an exploration of the experiences of cisgender gay men. Chapter proposal for publication consideration in the edited volume, The Social Science of Same-Sex Marriage: LGBTQ People and Their Relationships in the Era of Marriage Equality.
DiGregorio, N., & Liston, D. (2021). Enhancing student self-reflection in college-level diversity courses. College Teaching, xx. doi: 10.1080/87567555.1901068
Rich, A., DiGregorio, N., Strassle, C. (2020). Trauma informed systems in the context of intellectual and developmental disability services: Perceptions of service providers. Intellectual and Developmental Disabilities, 1, 1-16. Doi: 10.1177/1744629520918086
DiGregorio, N. & Trask, B. S. (2020). Violence against LGBTQQIA+ populations. In T. Wall, Springer book, United Nations 2030 Sustainable Development Goals. https://doi.org/10.1007/978-3-319-70060-1_134-1
Trask, B.S., & DiGregorio, N. (2020). Families and gender in Western and Non-Western settings. In T. Wall, Springer book, United Nations Sustainable 2030 Development Goals. https://doi.org/10.1007/978-3-319-70060-1_108-1
DiGregorio, N & Liston, D. (2020). Reflecting upon teaching diversity-centered courses: From novice to veteran. Reflective Practice, 21, 1, 132-143. Doi: 10.1080/14623943.2002.1712194.
DiGregorio, N. (2019). Same-sex marriage and the language appropriation practices of gay men. Submitted to the Journal of Homosexuality, 2, 40-65. Doi: 10.1080/00918369.2019.1701335
DiGregorio, N. (2018). Same-sex marriage and language appropriation practices of lesbian women. Journal of Homosexuality, 66(9), 1-21. doi: 10.1080/00918369.2018.1500777
DiGregorio, N. (2018). Effective teaching of objectification and sexualization. Family Science Review, 22(4), 23-37. https://www.familyscienceassociation.org/journal/
DiGregorio, N. & Liston, D. (2018). Experiencing technical difficulties: Teacher self-efficacy and instructional technology. In C. Hodges, Springer book, “Self-efficacy in Instructional Technology Contexts.”
DiGregorio, N. (2018). Survival tips for new family science professionals. Family Science Review, 22(2), 89-98. https://www.familyscienceassociation.org/journal/
DiGregorio, N., Maurer, T. W., & Pattanaik, S. (2016). Documentation of SoTL trends at NCFR, 2006-2015. Family Science Review, 21(2), 54-73. https://doi.org/10.26536/fsr.2016.21.02.03
DiGregorio, N., & Zorotovich, J. (2016). The art of weaving LGBTQ aging issues throughout higher education. American Society on Aging AgeBlog: LGBTQ Aging Issues Series. http://www.asaging.org/blog/art-weaving-lgbtq-aging-issues-throughout-higher-education
DiGregorio, N. (2016). Same-sex marriage policies and lesbian family life. Sexuality Research & Social Policy, 13, 58-72. doi: 10.1007/s13178-015-0211-z
McConatha, M. & DiGregorio, N. (2016). Supporting diversity: Creating new constructs of LGBTQ families and communities in the virtual world. International Journal of Diverse Identities, 16(1), 1-18. http://ijd.cgpublisher.com/product/pub.243/prod.67
DiGregorio, N. (2015). Economics of sexually transmitted diseases. In F. F. Wherry & J. B. Schor (Eds.), The SAGE Encyclopedia of Economics and Society. Thousand Oaks, CA: SAGE Publications: 1467-1472. doi: http://dx.doi.org/10.4135/9781452206905.n615
DiGregorio, N., & Sherif Trask, B. (2015). Gay, lesbian, and transgender rights movement. In F. F. Wherry & J. B. Schor (Eds.), The SAGE Encyclopedia of Economics and Society. Thousand Oaks, CA: SAGE Publications: 764-768. doi: http://dx.doi.org/10.4135/9781452206905.n306
President, Family Science Association
Member, National Council on Family Relations
Member, Groves Conference on Marriage and Family
Member, American Psychological Association
Last updated: 12/20/2021