Annette Anderson-Engler

As an instructor of research to traditional and non-traditional adult academic learners, I am constantly amazed by how teaching and learning enrich my own educational experience.

My online teaching style is an approachable one, filled with energy and enthusiasm, which enables students to feel relaxed and comfortable when challenged to explore diverse aspects of learning, especially with regard to doctoral-level research. I pride myself on the intellectual development of my students and am constantly working hard to discover ways to enhance and deepen their understanding of concept-driven lectures and complex course materials. As a teacher, my role is not only to assist students through the process of research inquiry and analysis but also to engage them in critical and analytical thinking. I am diligent about providing my students with the skills needed to integrate deep theoretical concepts into practical application. Most of all, I aim to help all students feel comfortable when using various methodological tools of inquiry. I am passionate about the qualitative research analysis, specifically autoethnography, grounded theory, and narrative inquiry and am therefore excited to integrate core theories based upon the lived experiences within these various realms of research inquiry. As a trained university research methodologist in higher education, I have also been afforded many opportunities to teach research courses and expound deeply upon the importance of the reflectivity of the researcher and the embodiment of the often-unaware experience of self and other. A core part of my philosophy is that my doctoral degree-seeking students feel a strong sense of belonging in higher education and that they feel valued and respected. I practice what it means to listen carefully and attentively by inviting my students to ask questions, make appointments with me, and share concerns about their overall educational experiences. My continued success as a teacher of qualitative research methods has earned me the Teacher of the Year award at Capella University and a nomination for Teacher of the Year at the University of Phoenix in the span of one year. I work hard to create fully comprehensive and easy-to-understand steps for research endeavors so that my students may reach attainable goals when taking my research courses. In my virtual classroom, I use a variety of techniques to ensure the success of my student. For example, as a class we engage in open discussions about value, ethics, IRB requirements and what it means to protect participants from harm. As an instructor of research, I have worked one-on-one with students in developing their research and writing skills, challenging them and holding them accountable as scholars and contributors of rigorous academic achievement. As a teacher, one of my greatest joys comes in witnessing the moment when students who suddenly and almost unaware, experience an “epiphany” of a unique idea. An expression of uncontainable and visible excitement regarding the human experience. A definitive point where together, we observe with great insight and intrigue a new understanding of scientific discovery.

My online teaching style is an approachable one, filled with energy and enthusiasm, which enables students to feel relaxed and comfortable when challenged to explore diverse aspects of learning, especially with regard to doctoral-level research. I pride myself on the intellectual development of my students and am constantly working hard to discover ways to enhance and deepen their understanding of concept-driven lectures and complex course materials.

As a teacher, my role is not only to assist students through the process of research inquiry and analysis but also to engage them in critical and analytical thinking. I am diligent about providing my students with the skills needed to integrate deep theoretical concepts into practical application. Most of all, I aim to help all students feel comfortable when using various methodological tools of inquiry. I am passionate about the qualitative research analysis, specifically autoethnography, grounded theory, and narrative inquiry and am therefore excited to integrate core theories based upon the lived experiences within these various realms of research inquiry. As a trained university research methodologist in higher education, I have also been afforded many opportunities to teach research courses and expound deeply upon the importance of the reflectivity of the researcher and the embodiment of the often-unaware experience of self and other. A core part of my philosophy is that my doctoral degree-seeking students feel a strong sense of belonging in higher education and that they feel valued and respected. I practice what it means to listen carefully and attentively by inviting my students to ask questions, make appointments with me, and share concerns about their overall educational experiences. My continued success as a teacher of qualitative research methods has earned me the Teacher of the Year award at Capella University and a nomination for Teacher of the Year at the University of Phoenix in the span of one year. I work hard to create fully comprehensive and easy-to-understand steps for research endeavors so that my students may reach attainable goals when taking my research courses. In my virtual classroom, I use a variety of techniques to ensure the success of my student. For example, as a class we engage in open discussions about value, ethics, IRB requirements and what it means to protect participants from harm. As an instructor of research, I have worked one-on-one with students in developing their research and writing skills, challenging them and holding them accountable as scholars and contributors of rigorous academic achievement. As a teacher, one of my greatest joys comes in witnessing the moment when students who suddenly and almost unaware, experience an “epiphany” of a unique idea. An expression of uncontainable and visible excitement regarding the human experience. A definitive point where together, we observe with great insight and intrigue a new understanding of scientific discovery.

As a teacher, my role is not only to assist students through the process of research inquiry and analysis but also to engage them in critical and analytical thinking. I am diligent about providing my students with the skills needed to integrate deep theoretical concepts into practical application. Most of all, I aim to help all students feel comfortable when using various methodological tools of inquiry.

I am passionate about the qualitative research analysis, specifically autoethnography, grounded theory, and narrative inquiry and am therefore excited to integrate core theories based upon the lived experiences within these various realms of research inquiry. As a trained university research methodologist in higher education, I have also been afforded many opportunities to teach research courses and expound deeply upon the importance of the reflectivity of the researcher and the embodiment of the often-unaware experience of self and other. A core part of my philosophy is that my doctoral degree-seeking students feel a strong sense of belonging in higher education and that they feel valued and respected. I practice what it means to listen carefully and attentively by inviting my students to ask questions, make appointments with me, and share concerns about their overall educational experiences. My continued success as a teacher of qualitative research methods has earned me the Teacher of the Year award at Capella University and a nomination for Teacher of the Year at the University of Phoenix in the span of one year. I work hard to create fully comprehensive and easy-to-understand steps for research endeavors so that my students may reach attainable goals when taking my research courses. In my virtual classroom, I use a variety of techniques to ensure the success of my student. For example, as a class we engage in open discussions about value, ethics, IRB requirements and what it means to protect participants from harm. As an instructor of research, I have worked one-on-one with students in developing their research and writing skills, challenging them and holding them accountable as scholars and contributors of rigorous academic achievement. As a teacher, one of my greatest joys comes in witnessing the moment when students who suddenly and almost unaware, experience an “epiphany” of a unique idea. An expression of uncontainable and visible excitement regarding the human experience. A definitive point where together, we observe with great insight and intrigue a new understanding of scientific discovery.

I am passionate about the qualitative research analysis, specifically autoethnography, grounded theory, and narrative inquiry and am therefore excited to integrate core theories based upon the lived experiences within these various realms of research inquiry. As a trained university research methodologist in higher education, I have also been afforded many opportunities to teach research courses and expound deeply upon the importance of the reflectivity of the researcher and the embodiment of the often-unaware experience of self and other.

A core part of my philosophy is that my doctoral degree-seeking students feel a strong sense of belonging in higher education and that they feel valued and respected. I practice what it means to listen carefully and attentively by inviting my students to ask questions, make appointments with me, and share concerns about their overall educational experiences. My continued success as a teacher of qualitative research methods has earned me the Teacher of the Year award at Capella University and a nomination for Teacher of the Year at the University of Phoenix in the span of one year. I work hard to create fully comprehensive and easy-to-understand steps for research endeavors so that my students may reach attainable goals when taking my research courses. In my virtual classroom, I use a variety of techniques to ensure the success of my student. For example, as a class we engage in open discussions about value, ethics, IRB requirements and what it means to protect participants from harm. As an instructor of research, I have worked one-on-one with students in developing their research and writing skills, challenging them and holding them accountable as scholars and contributors of rigorous academic achievement. As a teacher, one of my greatest joys comes in witnessing the moment when students who suddenly and almost unaware, experience an “epiphany” of a unique idea. An expression of uncontainable and visible excitement regarding the human experience. A definitive point where together, we observe with great insight and intrigue a new understanding of scientific discovery.

A core part of my philosophy is that my doctoral degree-seeking students feel a strong sense of belonging in higher education and that they feel valued and respected. I practice what it means to listen carefully and attentively by inviting my students to ask questions, make appointments with me, and share concerns about their overall educational experiences.

My continued success as a teacher of qualitative research methods has earned me the Teacher of the Year award at Capella University and a nomination for Teacher of the Year at the University of Phoenix in the span of one year. I work hard to create fully comprehensive and easy-to-understand steps for research endeavors so that my students may reach attainable goals when taking my research courses. In my virtual classroom, I use a variety of techniques to ensure the success of my student. For example, as a class we engage in open discussions about value, ethics, IRB requirements and what it means to protect participants from harm. As an instructor of research, I have worked one-on-one with students in developing their research and writing skills, challenging them and holding them accountable as scholars and contributors of rigorous academic achievement. As a teacher, one of my greatest joys comes in witnessing the moment when students who suddenly and almost unaware, experience an “epiphany” of a unique idea. An expression of uncontainable and visible excitement regarding the human experience. A definitive point where together, we observe with great insight and intrigue a new understanding of scientific discovery.

My continued success as a teacher of qualitative research methods has earned me the Teacher of the Year award at Capella University and a nomination for Teacher of the Year at the University of Phoenix in the span of one year. I work hard to create fully comprehensive and easy-to-understand steps for research endeavors so that my students may reach attainable goals when taking my research courses.

In my virtual classroom, I use a variety of techniques to ensure the success of my student. For example, as a class we engage in open discussions about value, ethics, IRB requirements and what it means to protect participants from harm. As an instructor of research, I have worked one-on-one with students in developing their research and writing skills, challenging them and holding them accountable as scholars and contributors of rigorous academic achievement. As a teacher, one of my greatest joys comes in witnessing the moment when students who suddenly and almost unaware, experience an “epiphany” of a unique idea. An expression of uncontainable and visible excitement regarding the human experience. A definitive point where together, we observe with great insight and intrigue a new understanding of scientific discovery.

In my virtual classroom, I use a variety of techniques to ensure the success of my student. For example, as a class we engage in open discussions about value, ethics, IRB requirements and what it means to protect participants from harm.

As an instructor of research, I have worked one-on-one with students in developing their research and writing skills, challenging them and holding them accountable as scholars and contributors of rigorous academic achievement. As a teacher, one of my greatest joys comes in witnessing the moment when students who suddenly and almost unaware, experience an “epiphany” of a unique idea. An expression of uncontainable and visible excitement regarding the human experience. A definitive point where together, we observe with great insight and intrigue a new understanding of scientific discovery.

As an instructor of research, I have worked one-on-one with students in developing their research and writing skills, challenging them and holding them accountable as scholars and contributors of rigorous academic achievement.

As a teacher, one of my greatest joys comes in witnessing the moment when students who suddenly and almost unaware, experience an “epiphany” of a unique idea. An expression of uncontainable and visible excitement regarding the human experience. A definitive point where together, we observe with great insight and intrigue a new understanding of scientific discovery.

As a teacher, one of my greatest joys comes in witnessing the moment when students who suddenly and almost unaware, experience an “epiphany” of a unique idea. An expression of uncontainable and visible excitement regarding the human experience. A definitive point where together, we observe with great insight and intrigue a new understanding of scientific discovery.

Annette Anderson-Engler (2013). The Silent Grief of Women. In Complicated Grief: An Anthology: NASW.