Teaching

Dr. Myles' teaching philosophy is grounded in the belief that high-quality instruction in engineering and professional education must integrate disciplinary rigor, applied learning, and leadership development to support sustained student success. Her work reflects a demonstrated record of instructional excellence, curricular leadership, and continuous improvement informed by the scholarship of teaching and learning (SoTL). Dr. Myles teaching aligns with Georgia Tech’s mission to develop leaders who advance technology and improve the human condition and supports the H. Milton Stewart School of Industrial and Systems Engineering’s focus on systems thinking, data-driven decision-making, and real-world impact.

At the foundation of her teaching is a student-centered, evidence-based pedagogy designed to support learners in rigorous engineering contexts. In courses focused on the foundations of teaching and education, she emphasizes how learning theory, educational systems, and inclusive instructional practices shape student outcomes, particularly in STEM and engineering environments. Students engage critically with theory while applying concepts to instructional design, leadership, and organizational contexts relevant to industrial and systems engineering.

In career development and leadership courses, she designs high-impact learning experiences that intentionally connect engineering education to professional practice. Drawing on SoTL and engineering education research, she incorporates experiential learning, structured reflection, strengths-based development, and case-based instruction. Students participate in activities such as career pathway analysis, professional interviews, leadership self-assessments, and team-based problem-solving aligned with authentic industry challenges. These experiences support the development of professional competencies, including communication, ethical reasoning, adaptability, and systems thinking, that are essential for engineering graduates’ long-term success.

Promoting student success is a defining focus of her role as a Senior Academic Professional. I use backward course design to align learning outcomes, instructional strategies, and assessments with programmatic goals and ABET-aligned student outcomes. Assessment practices in my courses are formative, iterative, and growth-oriented, emphasizing feedback, reflection, and continuous improvement in ways that parallel engineering design processes. Dr. Myles regularly analyzes student learning data, reflective artifacts, and course evaluations to inform instructional decisions and enhance course effectiveness.

She is deeply committed to excellence and to fostering learning environments that promote engagement and leadership identity. Informed by SoTL research, she employs teaching strategies such as transparent assignment design, multiple modalities for engagement, and flexible pathways for demonstrating learning. These practices are particularly critical in supporting persistence, confidence, and leadership development among students in engineering.

Teaching Innovations and Assessment

Dr. Myles demonstrates instructional leadership through the design, implementation, and assessment of innovative teaching practices that enhance student learning and success. Her teaching innovations include the integration of experiential and career-aligned assignments, scaffolded reflective practices, and the use of data-informed assessment strategies to evaluate student growth in leadership and professional competencies. I intentionally design courses that incorporate authentic assessments, such as applied projects, presentations, and professional artifacts, that mirror real-world engineering and organizational contexts.

Assessment is a central component of my instructional practice. She employs multiple measures to evaluate student learning, including rubric-based evaluation, reflective writing, peer feedback, and analysis of course-level outcomes. She uses assessment data to identify trends, address gaps in student learning, and refine curriculum and instructional strategies. This continuous improvement approach aligns with Georgia Tech’s emphasis on accountability, educational effectiveness, and evidence-based decision-making.

Beyond individual courses, Dr. Myles contributes to curriculum development and instructional alignment within the School by sharing best practices, mentoring instructional colleagues, and supporting program-level assessment efforts. These contributions reflect the Senior Academic Professional expectation of sustained impact and leadership in teaching and learning.

Ultimately, Dr. Myles goal is to educate and empower students to become technically proficient, reflective, and ethical leaders capable of navigating complex systems. Through intentional pedagogy, instructional leadership, and a sustained commitment to student success, she strives to advance Georgia Tech’s mission and support the School’s continued excellence in engineering education.