OVERVIEW
Justin P. Goodrich joined Adler University in the fall of 2020. His approach to teaching is grounded in the belief that education should be both intellectually rigorous and socially meaningful. As a scholar-practitioner working at the intersection of public policy and human security, he views the classroom not simply as a place for the transmission of knowledge, but as an environment where students develop judgment, character, and a commitment to the public good. His teaching is shaped by nearly two decades of experience advising elected officials, nonprofits, Indigenous organizations, and senior leaders. He brings those real-world insights into the classroom to help students connect theory with practice and understand how ideas operate in complex institutional settings.
At the core of his teaching philosophy is the idea that learning is most effective when abstract concepts are linked to lived experience. Students are more engaged and retain knowledge more effectively when they can see how ideas apply to real organizational, political, and social contexts. For this reason, his courses are intentionally designed to bridge theory and application. Whether he is teaching public policy, governance, leadership, or ethics, he encourages students to confront ambiguity, competing values, and the practical consequences of decision-making. Rather than presenting knowledge as fixed or purely technical, he emphasizes the importance of judgment, context, and ethical reasoning.
Ethical reflection is central to Goodrich’s teaching. Technical competence alone is not sufficient for effective leadership or public service. Students must also develop the capacity to recognize moral dilemmas, weigh competing values, and make responsible decisions under pressure. In his courses, students are asked to examine their assumptions, consider diverse perspectives, and apply ethical frameworks to complex, real-world scenarios. This process not only deepens their understanding of course material but also strengthens their professional judgment and sense of responsibility.
Goodrich strives to create a classroom environment that is inclusive, respectful, and intellectually challenging. Many of the students he teaches come from diverse cultural, professional, and academic backgrounds, and he sees this diversity as one of the greatest strengths of the learning environment. Through structured discussions, small-group exercises, simulations, and reflective writing, he works to ensure that all students have the opportunity to contribute and to learn from one another. His role is not simply to deliver content, but to facilitate thoughtful dialogue and critical engagement.
Goodrich’s teaching style is interactive, structured, and student-centered. His primary objectives are to help students develop strong analytical and communication skills, foster ethical awareness, and prepare them for leadership roles across sectors. he wants students to leave his courses not only with knowledge, but with practical tools they can use immediately in their professional lives. Success, in his view, is measured not only by grades, but by whether students emerge with greater confidence, clearer thinking, and a stronger sense of purpose.
He is especially interested in working with Adler students because they bring rich professional and lived experiences into the classroom. They are often motivated by service, advocacy, and community impact, and they benefit from practical, real-world instruction grounded in ethical leadership. His approach, which combines applied learning, ethical reasoning, and inclusive dialogue, fits naturally within Adler’s educational philosophy and mission.
Finally, Goodrich views teaching as an evolving practice. He regularly refines his courses based on student feedback, peer input, and developments in his professional work. His dual role as an academic and practitioner allows me to keep course material current, relevant, and grounded in contemporary challenges. In this way, his teaching remains responsive, practical, and aligned with the needs of the students he serves.