Dr. Richard Flor earned the Ph.D. at the University of Minnesota, majoring in Educational Psychology, with foci on cognition and learning, social psychology and Human relations, and quantitative research / statistics and experimental design. His supporting field was in Human Resource Development, with emphases in training and organization development, team performance, and quality improvement. His professional work has focused on teaching, learning, professional training and development, team and organization development, and the design of educational programs for over 30 years in a variety of settings. After a number of years teaching and serving as faculty and administrator at brick and mortar universities, Dr. Flor has been working in the online realm where his work has primarily focused on designing, developing, and teaching courses in research philosophy, methods, and design; mentoring doctoral students; and serving as a proposal reviewer for Scientific Merit and Research Ethics (IRB).
“My teaching philosophy has been informed through my varied and eclectic experiences as an experiential educator, cognitive psychologist, coach, teacher educator, and training and development professional and is rooted in a belief that what makes us unique among all creatures is our nearly endless ability to learn, and to take pride in our learning. Learning, which can be defined as a relatively permanent change in our knowledge, skills, beliefs, or attitudes, involves a multifaceted journey into the unknown, which is unique for each person based on the complex mix of their own interests, capabilities, and profile of (multiple) intelligences. My role as an educator and dissertation chair / mentor is to provide guidance and sufficient structure to the learning tasks and experiences in which my students are placed, and to facilitate their growth and development across a wide spectrum of competency domains. In doing so, I wear many hats as instructor, coach, mentor, and cheerleader, as someone who assesses student’s learning and progress and provides constructive feedback, and as someone who challenges and supports students in exploring and expanding knowledge that informs their personal and professional worldviews and insight into their own thinking and learning strategies. Among the keys to success that I’ve uncovered in my more than 20 years teaching in higher education is attention to detail, for it’s in the details where the meaning resides, and perhaps more importantly is the ability to slow down, so that you can carefully examine the details. My orientation is that of the scholar-practitioner, who seeks to use the tools of disciplined inquiry to create actionable knowledge that supports evidence-based practice, aimed at bringing about positive change in the lives of those whom we serve as professionals.”