My Approach as an Educator

I genuinely believe that everyone is capable of high achievement, and everyone deserves meaningful learning experiences. These things are possible when students' lived experiences are reflected in and honored by the curriculum, when course content has clear real-life applications, when students and faculty work together to foster a sense of community within the classroom, and when there are appropriate support structures in place within the classroom, at the university, and at home.

To center and empower students whose lived experiences are often on the margins of academic inquiry, I routinely cover topics and assign readings that allow these students to see themselves reflected in the academy. Through these readings and discussions, I am to help students to discover new ways to think about their experiences and to understand themselves in relation to others and in socio-historical context.

To help students connect course content to real life, I often pose difficult questions or challenge my students to make them think about the material in a more profound way, and to help them to apply what they learn to their own lives and to the real world. I also use many application assignments [written and oral] in my courses to ensure that students have a more profound understanding of course materials, beyond rote memorization of facts and findings.

To foster a sense of community, I try to get to know my students’ names [no matter the size of the class], encourage students to talk to one another and in small groups in every class session, and assign group projects when appropriate. My overarching goal is to create a classroom atmosphere where students feel safe to ask questions, express their ideas, and critically examine course content.

To ensure that there are appropriate support structures for students, I am mindful about using inclusive and equitable practices in designing my courses. All of my courses are zero-cost: I only assign free textbooks, readings, and supplemental materials. I also spend the first part of every semester ensuring that all students know how to learn efficiently, using evidence-based techniques.

To facilitate their own learning, I hope that my students communicate with me often and give me feedback. If students do not understand something in the course, they should see me in open office hours or send me an email.

My Approach as an Educator

I genuinely believe that everyone is capable of high achievement, and everyone deserves meaningful learning experiences. These things are possible when students' lived experiences are reflected in and honored by the curriculum, when course content has clear real-life applications, when students and faculty work together to foster a sense of community within the classroom, and when there are appropriate support structures in place within the classroom, at the university, and at home.

To center and empower students whose lived experiences are often on the margins of academic inquiry, I routinely cover topics and assign readings that allow these students to see themselves reflected in the academy. Through these readings and discussions, I am to help students to discover new ways to think about their experiences and to understand themselves in relation to others and in socio-historical context.

To help students connect course content to real life, I often pose difficult questions or challenge my students to make them think about the material in a more profound way, and to help them to apply what they learn to their own lives and to the real world. I also use many application assignments [written and oral] in my courses to ensure that students have a more profound understanding of course materials, beyond rote memorization of facts and findings.

To foster a sense of community, I try to get to know my students’ names [no matter the size of the class], encourage students to talk to one another and in small groups in every class session, and assign group projects when appropriate. My overarching goal is to create a classroom atmosphere where students feel safe to ask questions, express their ideas, and critically examine course content.

To ensure that there are appropriate support structures for students, I am mindful about using inclusive and equitable practices in designing my courses. All of my courses are zero-cost: I only assign free textbooks, readings, and supplemental materials. I also spend the first part of every semester ensuring that all students know how to learn efficiently, using evidence-based techniques.

To facilitate their own learning, I hope that my students communicate with me often and give me feedback. If students do not understand something in the course, they should see me in open office hours or send me an email.