Teaching

What does that mean? 

It means I believe in recognizing students as individuals first and foremost.

In my classroom, I prioritize the well-being and individuality of my students, ensuring they feel seen and supported. My teaching is informed by principles of Universal Design for Learning and Blanchard and Hersey's situational leadership model - both of which enable me to take an individualized approach to education and combat the limitations of one-size-fits-all teaching.   

I emphasize applied learning over rote memorization, using storytelling, guest speakers, and popular media like television and other cultural references to make concepts relatable and engaging. This approach draws on my background in documentary studies and media analysis, helping me connect with students through familiar mediums. Additionally, I avoid assigning costly textbooks, instead curating accessible and affordable resources that are accessible and affordable for all. 

Getting to know my students is central to my teaching - specifically memorizing students' names as quickly as possible and learning about their lives outside of class. I start each semester by having students complete a "Getting to Know You" Google Form, which generates a spreadsheet I use as a dynamic customer relationship management system to better understand and support their individual needs. I also begin every class with an open-floor check-in, inviting students to share whatever they feel like discussing. Not only does this foster inclusivity and build community, but also the information helps me highlight their diverse skills and expertise, particularly in graduate-level courses where I engage the “experts in the room,” through thoughtful questioning and collaborative exchange of ideas. 

It is important to me as an educator that I demonstrate care for my students in two ways: first, by making myself available and second, by meeting students where they're at. For example, beyond my regularly scheduled office hours, I periodically offer "informal office hours" on campus for drop-in visits throughout the semester. During this time, students are free to ask questions about the class or use the space to work. This creates space for students who may have conflicting schedules and/or work full time. Students also have access to my calendar and can schedule meetings with me whenever our schedules align. Finally, I actively seek and incorporate student feedback, regularly updating course materials to ensure they remain inclusive, current, and aligned with the evolving field of public administration. 

My commitment to accessibility and adaptability has been reflected in overwhelmingly favorable student assessments, which encourages me to continually reassess my teaching methods while reminding me that there’s always room for growth. As a lifelong learner, I consistently engage in professional development and teaching workshops to enhance my skills as an educator. I strive to provide a meaningful learning experience for my students, growing and adapting alongside them to meet the evolving demands of education and the profession. 

You can find my statement of teaching philosophy and my most recent course evaluation below.  Additionally, my syllabi, along with many other great syllabi, can be found here.