Arvin CPDC Room Y117
Phone: 938-5866
Email: jason.suby@usma.edu

 

Biography

Education

Bachelor of Science in 1.  Exercise Science and 2. Sport, Health, Leisure, and Physical Studies, University of Iowa - Iowa City, IA - May 1998

Masters of Science in Kinesiology - University of Illinois, Champaign/Urbana, IL - May 2000

Professional Experience

Assistant Athletic Trainer, United States Military Academy, Department of Physical Education, West Point, NY - April 2004-Present

Instructor, United States Military Academy, Department of Physical Education, West Point, NY - April 2004-Present

Adjunct Faculty Member, ARMY-Baylor University Doctorate of Sports Physical Therapy Program - August 2002-Present

Assistant Athletic Trainer, United States Military Academy, Army Athletic Association - August 2000 - April 2004

Adjunct Faculty Member, Dominican College of Blauvelt, Department of Allied Health, Orangeburg, NY August 2002 - 2004.

Teaching Assistant / Lab Instructor, University of Illinois Department of Kinesiology, Champaign/Urbana, IL  August 1998 - 2000.

Publications

Suby, JA.  Non-Operative Management of Thumb Dislocation With Associated Bennett's Fracture and Trapezium Fracture in a Collegiate Intramural Football Player.  Journal of Athletic Training, Vol. 41, #2 Supplement, April-June 2006, page S-75.

Kelly TF and Suby JA.  The Team Physician's Handbook .  3rd ed.  Chapter entitled "Wrestling Injuries", McGraw Hill, Publishers, (with publisher).

Poster Presentations:

Suby JA, Crowder TA, and Moore JH.  Seasonal Body Composition Changes in NCAA Division I Wrestlers.  American College of Sports Medicine National Symposium, Indianapolis, IN, June 2004.

Suby JA.  Student Athletic Trainers' Clinical Progression in CAAHEP Accredited Big Ten Conference Universities.  National Athletic Trainers' Association Educators' Conference, Dallas, TX, May 2000.

Group Oral Presentations:

Suby, JA.  Non-Operative Management of Thumb Dislocation With Associated Bennett's Fracture and Trapezium Fracture in a Collegiate Intramural Football Player.  National Athletic Trainers' Association National Convention, June 2006.

Suby JA.  Air Displacement Plethysmography as a Valid and Reliable Measure of Body Composition, Army Athletic Training Journal Club, United States Military Academy, West Point, NY, May 2002.

Suby JA.  Update:  National Collegiate Athletic Association's Wrestling Weight Certification Program, Army Athletic Training Journal Club, United States Military Academy, West Point, NY, October 2000.

Professional Organizations

Member, National Athletic Trainer's Association, 1998 - Present.

Member, New York State Athletic Trainers' Association, 2001 - Present.

Member, Amateur Ski Instructors' Association (ASIA), 2004 - Present.

Professional Certifications

Certified Athletic Trainer, National Athletic Trainers' Association Board of Certification, 1998 - Present.

Certified Mountain Bike Instructor, Back Country Excursions, Parsonsfield, Maine, 2006 - Present.

Certified Level 1 Amateur Ski Instructor, ASIA, 2004 - Present.

Group/Committee Affiliations

Master Teacher Program Student, 2006 - Present.

Professional Moral Ethical Education Facilitator, 2007 - Present.

Dept of Physical Education Curriculum Assessment Committee Member, 2006 - Present.

Dept of Physical Education Curriculum Committee Member, 2006 - Present.

Cadet Sponsorship Program Member, 2006 - Present.

Officer Representative for the Army Wrestling Team, 2005 - Present.

My Teaching Philosophy

By Jason Suby

1. Establish goals and objectives of instruction:  What are the key points that you want every student to take home with them by the end of the lesson and by the end of the course.  Use these as a raw design of your daily teaching and overall course template, adding additional objectives in accordance with the flow of the class.
2. “The Flow” can be dictated by numerous influences.  You as the instructor provide the most influence on how the class progresses from lesson to lesson.  As the mediator and lead facilitator, the ultimate responsibility of slowing down or speeding up the lesson is on your shoulders.  At times it may be necessary to spend additional time on a particular point if you sense through verbal or non-verbal feedback that some or most do not understand fully.
3. Not all students learn exactly the same.  Much like Darwin’s Theory of Evolution, our teaching styles should evolve to meet the learning styles of each student.  It’s nearly impossible to maintain “flow” of the class each session so that all different types of learners are continuously challenged.  Therefore, it is necessary to use additional instruction time periods to facilitate further understanding of a concept for those that were having trouble.  At times, it may be beneficial as well to pull a student to the side who is grasping the concept and ask them to help facilitate the lesson objectives to others in the class as they see them in their own mind.  I feel that teaching others through peer education can sometimes be less intimidating to the student than approaching the instructor from whom they have yet to grasp the concept from.
4. Learning should be FUN.  Sitting through a 1-hour lecture on any topic is just not fun for me.  Group discussions aren’t always fun either, especially when only one or two people participate.  No matter what your objectives of the class, sometimes it’s necessary to break from the objectives, try to increase motivation through some other topic of discussion then come back to the objectives when the class is warmed up.  Something as simple as asking what everyone has planned for after the football game on Saturday or what they did over break are great examples of warm-ups.  The guard of some students starts to drop and they soon become more receptive to speaking amongst the group, therefore facilitating actual discussion as opposed to listening to a broken record.  FUN learning isn’t something that can be forced.  You still need to get a read on the students as they react to your style of teaching that particular day.  I try to come to class each day with a new 5 minute warm up just to loosen the class up.  Often times, I may find myself veering off topic in order to bring the group back to attention, which sometimes can be very helpful in returning them back to the lesson without them even knowing it.  I don’t allow attention spans to stray too far before changing gears on them.
5. Summary:  “Adapt or Perish.” said H.G. Wells.  I can honestly say that not one lesson that I’ve taught multiple times in the past has ever been exactly the same.  Through daily assessment of student feedback on how the lesson was taught, I’ve come to appreciate the fact that as the world changes, not many things stay the same.  A teaching philosophy involving adaptation when called upon will make the difference between a career in teaching filled with joy and self-fulfillment and a career that put you on your rear.  We must never forget that as we teach, we as teachers should be some of the most astute learners in the classroom.  Bridging the gap between not knowing and knowing is what keeps me motivated and wanting to teach and learn more.

 

 

 

 

Courses Taught

Course Director:  Cycling / Mountain Biking

Instructor:  Alpine Skiing, Strength Development, Fitness Leader I, Fitness Leader II, SCUBA PIAD Instructor in Training