Philosophy

 

Research, teaching, and service are interconnected in the academic life. In every interaction, I consider what I can learn as well as what I can share. Because of this, my teaching philosophy encompasses our most common interactions on campus:

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• Classroom and Lecture Hall

• Inclusion of Students in Research

• Service Learning and Service to the Campus Community

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I embarked upon my academic path because of conversations, coursework, and research opportunities that allowed my curiosity about the world to flourish. I continue to value the interchange of diverse ideas, questions, and experiences among students, faculty, and staff in the university setting. It is in this space, among the people, not the walls of our world, that the greatest teaching occurs.

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When building assignments, exams, and other assessments, Bloom's Taxonomy informs much of my process in guiding students to retain and apply the material.

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Technical Details

 

My pedagogical toolkit includes:

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• Socratic Discussions

• Lecture Activities (e.g., think-pair-share, whip around discussions, small group work, worksheets, information scavenger hunts)

• Application of Course Content (e.g., miniature ethnographies, hands on practice)

• Use of Online Tools for Remote Engagement (e.g., Flipgrid, Hypothes.is, PackBack)

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Finally, I regularly encourage students to visit office hours, create study groups, and utilize the provided course materials to take control of their own learning. While I do not provide study guides as a standard practice, students quickly learn that lecture slides and weekly quizzes serve as the foundational study tools for examinations in my course.

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