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University of Colorado Denver

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Mary Seeber, MAT

ESL Instructor


Mary Seeber, MAT

Mailing address:

University of Colorado Anschutz Medical Campus
Skaggs School of Pharmacy and Pharmaceutical Sciences
Mail Stop C238
12850 E. Montview Blvd. V20-1116E
Aurora, CO 80045

Office Location:

Pharmacy and Pharmaceutical Sciences Building (V20)
First Floor
Room 1116E

Contact:

Voice: (303) 724-2885
Fax: (303) 724-7330
E-Mail: Mary.Seeber@ucdenver.edu

Training and Education:

  • University of Colorado, B.A. English and Humanities (1993)
  • School for International Training, M.A.T. (2002)
  • ACTFL Tester of English, Full Certification (2006)

Research Interests:

Experiential, Student Centered, and Context-based modes of learning and teaching. I am committed to helping students figure out what they need to learn, how to learn it, and whether or not they have learned. I am also interested in effective teaching methodologies of vocabulary acquisition, pronunciation enhancement/ accent reduction, and development of reading/ critical thinking/ writing skills.

Teaching:

Instructor: Summer Academic English Course (Summer 2002-present)

Teaching Goals:

The Summer Intensive Advanced English Course is a work in progress, always striving to meet the perceived needs of each and every participant, mainly in terms of the written coursework required in the Pharm.D. program. For students with a high level of oral proficiency in English, i.e. no patterns of spoken grammatical or pronunciation error, the Summer Intensive Advanced English Course is a place to sharpen and hone academic writing skills in English before formally entering the Pharm.D. program. The primary objective is to teach students how to improve their writing, as well as to self-correct and edit.

Teaching Philosophy:

Student-centered teaching focuses on letting the students learn. In that sense, I try to devise teaching techniques and course assignments that allow students to recognize problems, (e.g., with a piece of writing) and determine ‘the answers’ themselves. I use my background in ESL as a means to assess student error and to guide them towards improvement and understanding. I generally do not assign grades or give exams (other than as assessment tools) because student ‘cramming,’ memorization, and working for a high grade are not my teaching goals. Instead, I promote participatory and experiential learning, where the student literally ‘learns by doing’. Students are expected to satisfactorily complete a plethora of clearly defined, and context-relevant writing assignments, i.e. pertaining to pharmacy coursework, in order to actively practice and develop specific skills. Because students must take responsibility for their own learning in my class, in addition to elucidating important language points and skills, an important part of my job is to develop student awareness of their shortcomings, to foster a learning environment where is it permissible to make mistakes, and to strive to keep the student attitude towards learning as positive as possible.