My teaching, like my research, is motivated by the belief that effective teaching focused on social justice, can creative social change. I believe teaching and learning are transformational, emancipatory processes that can empower new voices to lead. Over my seven years of experience teaching courses and workshops for college undergraduates, graduate students, and faculty I have clarified my role as a learning experience designer and facilitator more so than a lecturer. I take pride in creating hands-on learning opportunities by which participants learn the theory as they practice they skills, aiding them in their journey from novice to mastery. My philosophy builds on multiple pedagogies – social constructivism, constructionism, and situated learning theory – to inform how I design the learning environment (both physical and online classrooms), and how I choose my in-class practices. I distill my philosophy of effective teaching into four main activities:
I foster an equitable classroom climate.
I empower learners to take ownership of their learning process.
I situate learning in the learner’s context and passion.
I adopt hands-on active learning practices.
The common thread throughout my pedagogy is that I aim to foster active learning environments that empower all learners to bravely participate in the journey of learning. As one of my students stated, “Over the course of the semester, I have witnessed the change in how fellow students in the classroom think and respond to different situations...our thinking has evolved from being a third party of leadership to thinking like a leader.” I hope that by designing these learning experiences and environments, my students can see themselves as civic agents and their careers as a blend of work and positive social change.