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I have three main goals when I teach: get students to think critically, foster a praxis that moves beyond "thinking" alone, and make ample space for fun and creativity. 


Out of a liberal arts tradition.

I know I have a limited time to disrupt students' reality—after all, once you see inequality, you cannot unsee it—and I know there is no time like the present to nurture a generation of activists for social change—making them angry/upset/passionate enough about inequality to do something about it. I come from a liberal arts background and my teaching pedagogy is informed by non-traditional and interdisciplinary ideas and practices. I have instructed across the curriculum and in all of my roles, it is clear that I have an ongoing commitment to fostering deep, meaningful student engagement and developing critical, civic-minded human beings that will succeed outside of academia.

To see a list of the courses I've taught, click the image to the left.

A liberatory praxis emerges.

I utilize a consensus model of determining much of the course structure, assignment details, and grading points allocation. Before a semester begins, I survey students on their expectations, desires, and fears for the course and take this feedback into account when creating course content. In the class, I take guidance from Paulo Freire in understanding my role as one of knowledge facilitation, rather than authoritarian dictation. In this way, I actively work to decolonize my classroom, providing students with opportunities to not only learn basic and fundamental concepts and theories, but also apply that knowledge to meaningful current-day happenings, and translate that application into real changes they actively seek to make in their worlds, even if that change is hyper-local. 

To see some of the materials I provide students to help guide them through consensus-based decision making, click the image to the right.

And students love it.

I encourage students to develop into ethical human beings, requiring them to truly understand the complexities of human diversity. I engage with them in challenging conversations that require critical thinking and I don’t believe in shying away from important, albeit potentially controversial topics—students greatly benefit from learning about and discussing their very real social worlds. The most consistent feedback I receive from students is that I have high expectations, but I'm fair and they can tell I really care about them.

To read some of my reviews and see a quantitative breakdown of my course evaluations, click the image to the left.