Teaching Philosophy

Image of multi-faceted prism showing different angles of a metro station, including walls, escalators, stairs, and a man sitting in the middle by Erik Eastman from Unsplash.

I liken teaching to a reflexive prism that encourages learners to challenge themselves by seeking out and engaging in new ideas.

One of the most important things I have learned is that underlying assumptions pervade beyond student preparation. Oftentimes ability and clarity are assumed. To combat this assumption, I actively interrogate my practices and reflect on the intentionality of my choices including course and module learning objectives down to learning module systems and assigned class materials. Furthermore, I have sought out extensive training to reduce my biases and create a more equitable learning environment for students.

building classes

means utilizing universal design to create an equitable, inviting space for all learners.

scaffolding classes

means deploying the Applying Quality Matters Rubric (I am APPQMR certified) to ensure course learning objectives are interwoven with all materials, assignments, and assessments are clear for learners.

Choosing course content

means centering the stories of those traditionally underrepresented or ignored in history. It is important for students to learn the stories excluded or untold by the main historical narratives.

advising students for competitive scholarships

means empowering them to tell their story and challenging the assumptions placed on them by society, institutions, and even the reader/reviewer.