My teaching experiences range from preschool through the doctoral level. Below I have outlined the courses I've taught most recently and selected past courses I have taught.
Courses Recently Taught
WGS 495: Historical and Contemporary Lives of Indigenous Women AHRD/EDUC 630: Research Methods & Inquiry LTLE 485: Diversity in Human Resource Development (Spain Study Abroad) AHRD 680/700: Reading and Research/Thesis LTLE 485: Development of Materials and Programs (HRD Minor Senior Capstone) AHRD 600: Needs Assessment |
Past Courses
PSY 840: Qualitative and Mixed Methods Research ETST 240: Native American Cultural Expressions ETST 352: Indigenous Women, Children and Tribes |
My Approach and Philosophy of Teaching
For me teaching really matters. My experiences, personal values, scholarship, strengths-based orientation, and commitment to social justice have all heavily influenced my approach to teaching, interacting with students, and also being a peer learner with colleagues. I believe that to be most effective as an instructor you must reflect on your experiences as a learner and utilize promising approaches to guide your practice. One of the benefits of having 22 years of schooling is the opportunity to have had many teachers. Some of them have been wonderful and others less so. I have had the benefit of mentors and informal teachers that have contributed to my understanding and commitment to being a teacher that is reflective, flexible, engaging, dedicated to lifelong learning, and most importantly cares about their role to prepare students for future success.
On a very foundational level, I believe all students are unique and come to college classrooms with strengths that enrich the learning of the group to include me as the instructor. I very much value diverse perspectives and the opportunity to create a safe learning environment where all perspectives are respected, judgments are reserved, and dialogue is fostered. As the college environment becomes increasing diverse the intersections of race, class, gender and socioeconomic status differences come together in the college classroom. I believe it is important to be cognizant of that dynamic and use my ability to cross borders to better work together.
To assess students, I use a variety of techniques to measure student learning recognizing all students learn in different ways and produce their learning in different ways. Reflecting on the best learning experiences of my past, I recognize the value in providing a systematic structure for students so they can understand how grades are calculated and I understand the importance of providing a grading rubric to make expectations clear. To that end, I highly value class participation and attendance and I often reward it. I use the traditional assessments of final papers and tests, but I also use formative assessment, mini reading quizzes, portfolios, projects, presentations, and give points for participation in community events that contribute to learning in the classroom. In essence I believe that by being fair, open, engaged, reflective, and technologically sophisticated, I can model 21st century teaching to foster lifelong engaged learners who can make a difference in the world.
For me teaching really matters. My experiences, personal values, scholarship, strengths-based orientation, and commitment to social justice have all heavily influenced my approach to teaching, interacting with students, and also being a peer learner with colleagues. I believe that to be most effective as an instructor you must reflect on your experiences as a learner and utilize promising approaches to guide your practice. One of the benefits of having 22 years of schooling is the opportunity to have had many teachers. Some of them have been wonderful and others less so. I have had the benefit of mentors and informal teachers that have contributed to my understanding and commitment to being a teacher that is reflective, flexible, engaging, dedicated to lifelong learning, and most importantly cares about their role to prepare students for future success.
On a very foundational level, I believe all students are unique and come to college classrooms with strengths that enrich the learning of the group to include me as the instructor. I very much value diverse perspectives and the opportunity to create a safe learning environment where all perspectives are respected, judgments are reserved, and dialogue is fostered. As the college environment becomes increasing diverse the intersections of race, class, gender and socioeconomic status differences come together in the college classroom. I believe it is important to be cognizant of that dynamic and use my ability to cross borders to better work together.
To assess students, I use a variety of techniques to measure student learning recognizing all students learn in different ways and produce their learning in different ways. Reflecting on the best learning experiences of my past, I recognize the value in providing a systematic structure for students so they can understand how grades are calculated and I understand the importance of providing a grading rubric to make expectations clear. To that end, I highly value class participation and attendance and I often reward it. I use the traditional assessments of final papers and tests, but I also use formative assessment, mini reading quizzes, portfolios, projects, presentations, and give points for participation in community events that contribute to learning in the classroom. In essence I believe that by being fair, open, engaged, reflective, and technologically sophisticated, I can model 21st century teaching to foster lifelong engaged learners who can make a difference in the world.