Teaching

In my 15 years as an educator, I have successfully taught at non-profits, prisons, minority-serving institutions, and white-serving institutions. It has been my privilege to collaborate with students who are 1.5-generation, disabled, emergent bilingual, first-generation, imprisoned, living in poverty, neurodivergent, and racially minoritized; students across age groups and degree levels, including contemporary, undergraduate, graduate, and doctoral learners; and those with families and full-time jobs. I prioritize comprehension (not memorization) and improvement (not perfection) by, for example, incorporating scaffolded assignments, multiple revision opportunities, and collaborative grading systems. I leverage equitable pedagogical practices such as community building, targeted self-disclosure, purposeful reductions in power dynamics, as well as center contributions from scholars who are disabled, international, and racially minoritized. I incorporate multiple opportunities for formative and summative assessments of both my students and myself. Throughout the semester, I provide students with timely, actionable feedback to support reflection and growth, and I give students the opportunity to critique my instruction via exit slips and a midterm course evaluation, which I use to adapt each course in real time. Centralizing course content and current contexts, I facilitate conversations that embolden students to (re)negotiate their self-paradigm and teaching philosophy and demand a complex commitment to advocacy that all educators ought to possess.