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Photo of Faye Marsha Camahalan

Faye Marsha G. Camahalan Ph.D.

Dean
Professor

Hillside Hall 20C
Phone: (812) 941-2136
fcamahal@ius.edu

Biography

I grew up in the Philippines. I worked as a grade school mathematics teacher, school principal and assistant professor prior to coming to United States in 2003 to work for Indiana University Southeast.

I believe teaching occurs only when learning takes place. The best form of learning happens when a student is an active individual who seeks and hungers for knowledge. The teacher serves as a facilitator of learning who engages the students in the processes of critical thinking, problem solving and reflective evaluation of issues in the discipline of study.

The proverb, “give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime” best illustrates my goal in teaching.   I encourage my students to take charge of their own learning and be self-regulated individuals who engage themselves in continuous growth. A self-regulated individual is one who monitors, plans and evaluates her/his own learning, therefore achieves a sense of autonomy for learning. I aspire to help my students to systematically focus their thoughts, feelings, and actions on the attainment of their goals. I also adhere to the humanistic principles of helping students to achieve something great and to strive for excellence.

 

Academic Background

  • Doctorate

    • University of the Philippines, Diliman, Philippines
    • Doctor of Philosophy, Major in Educational Psychology
  • Masters

    • University of the Philippines, Diliman, Philippines
    • Master of Science in Education, Major in Curriculum & Instruction
  • Bachelors

    • University of the Philippines, Diliman, Philippines
    • Bachelor of Science in Education, Major in Mathematics

Professional Interests

Teaching

Psychology in Teaching

Child Development

Adolescent Behavior and Development

Research in Education

Assessment in Schools

Instruction in the Context of Curriculum

Research

Self-Regulation

Metacognition

Action Research in Education