Teaching Experience | Teaching Philosophy | Student Feedback | Sample Syllabus and Lesson Plan
Teaching Experience
Introduction to the Bible (Adjunct Professor), Fall 2025, Spring 2026
Whitworth University, Spokane, WA
Hellenistic Greek (Instructor of Record), Fall 2023–Spring 2024, Fall 2024–Spring 2025
Duke Divinity School, Durham, NC
The Gospel and Epistles of John (Teaching Assistant), Summer 2024
Duke Divinity School, Durham, NC
Exegesis of Luke (Teaching Assistant), Spring 2023
Duke Divinity School, Durham, NC
Exegesis of Revelation (Hybrid Course) (Teaching Assistant), Fall 2022
Duke Divinity School, Durham, NC
New Testament Interpretation (Preceptor), Spring 2022
Duke Divinity School, Durham, NC
Exegesis of Acts (Teaching Assistant), Fall 2021
Duke Divinity School, Durham, NC
New Testament Greek (Preceptor), Fall 2018–Spring 2019
Princeton Theological Seminary, Princeton, NJ
Christian Worldview Perspectives (Discussion Group Leader), Spring 2016
Whitworth University, Spokane, WA
Teaching Philosophy
At its best, the classroom can be a place where people feel free to ask difficult questions, to grapple with new ideas, and to explore connections between the academy and lived experience. As much as I can, I want to encourage my students to experience freedom and joy in the classroom by meeting them where they are and by modeling intellectual humility and curiosity, so that we can all be challenged and transformed by what we learn.
Part of creating an enriching classroom experience involves an attentiveness to the students in the class. For this reason, at the beginning of a term I ask my students to share about their educational background and goals, and throughout the term, as much as I can, I learn about each student more holistically. I understand that my students balance many aspects of their lives—family, friends, other classes, jobs, and other responsibilities—and I try to ensure that students feel comfortable telling me about other parts of their life that might affect their work in my course, so that I can foster a better learning environment for everyone. I also give students a voice in structuring the course by circulating an informal mid-semester course evaluation, where students can name what they find most helpful about the class as well as what changes could improve their learning. As students come away from my classes, I want them to feel that they have gained knowledge, that they still have questions they are wrestling with, and that their thinking has been challenged by the new perspectives they encounter.
In addition to being attuned to my students, I also remain aware of the way that I lead class, trying to model the intellectual humility and curiosity that I hope my students will continue to cultivate as well. If someone asks a question that I do not know the answer to, I find that it can be instructive for me to name my uncertainty, and instead to discuss how I might go about finding an answer, perhaps returning to the question in a later class session. When discussing concepts that might be unfamiliar, I try to bring in examples that feel more relevant and relatable. When teaching Greek, for example, I use examples from the New Testament as early and often as I can, allowing students to see how much they are able to understand already and the importance of the grammatical concepts that they have been studying. I try to make obvious the joy that I feel in the subjects I teach, hoping that my joy may encourage my students to find joy in the learning as well, despite the difficulty of the subject and the busyness of their semester.
Of course, while the teaching that happens in the classroom is important, I am also aware that learning is not limited to formal class sessions—learning also takes place in residence halls, over meals, and in broader community life. I thus view part of my role in teaching as being involved in campus life more broadly. By getting to know students outside of class, I can better learn the needs and interests of my students. I frequently hold informal, general office hours over a lunch hour, inviting students to join me to discuss class content or anything else.
Because I view my teaching and my scholarship working interdependently, I value the time I spend writing and researching. My own scholarship helps me to stay informed about the state of the field and to foster my own familiarity with and appreciation for the texts that I teach. In turn, my research and involvement in the broader guild strengthens my teaching in the classroom by encouraging me to ask more questions of biblical texts and to develop teaching methods that adeptly translate academic debates classroom settings.
Student Feedback
“Heidi carries herself with a great deal of professionalism, while also being down to earth, accessible, and honest with students. She keeps the class time focused on the material at hand, while also being a light hearted and refreshing presence to the class. She is great at communication, well organized, provides feedback and grades in a timely manner, and offers additional resources and tools to aid students in their learning.”
— Student evaluation, Hellenistic Greek
“Awesome preceptor. She was always available for my questions and responded promptly to assist me.”
— Student evaluation, Exegesis of Luke
“Heidi was awesome. She was very accessible when we needed help outside of class. She has been one of the most available and engaged preceptors I have had. She would respond quickly to emails, was available to talk on the phone or on Zoom, was detailed in her comments, and was incredibly fast in giving us our assignments back with an abundant amount of feedback on our work. Very thankful for Heidi’s presence in this class.”
— Student evaluation, Exegesis of Revelation
“Heidi is an amazing teacher. She answers questions thoroughly, provides tons of additional resources and handouts, facilitates good practice and discussion, and offers helpful, practical tips. It is clear she knows her stuff, and she is very, very good and bringing it down to a simple, easy to understand level. Of all the resources I’ve been given in this class, Heidi was by far the most valuable in my understanding of Greek.
“Likewise, her positive cheerful attitude and wealth of experience has made her an absolute joy to learn from. She was very receptive to feedback, and really builds precept around what we want to focus on. She is always open to questions and concerns and dedicating to making precept a great experience for all of us. If Heidi was a professor, I’d sign up for her classes any day.”
— Student evaluation, New Testament Greek
Sample Syllabus and Lesson Plan
“I experienced Heidi as a very effective teacher who has the ability to adapt and adjust as she goes. The students gave her a round of applause when she finished, and I heartily agreed with their assessment.”
— Dr. Brittany E. Wilson, Associate Professor of New Testament, Duke Divinity School
Heidi M. Biermann 