Teaching Philosophy

As an educator, I believe that I am responsible for exposing students to condensed, digestible, and interesting theory-driven and research-based knowledge. I view every lecture as a performance that allows me to think about my audience, the story that I should be telling each day, the importance of integrating both classic and contemporary scholarship, and ways to keep my audience engaged. I think that when a classroom filled with diverse adults is moderated effectively, the students and the instructor can create thought-provoking, enjoyable, and transformative learning experiences. In my classes, we collaborate and learn as a group. I think when students enjoy their experience, they are more receptive to being challenged and to engage in active learning. I use assessments to gauge my students' learning outcomes, and I rely on the assessment results to inform my subsequent instructional steps. I strive to make my classroom a place where all students feel that they belong and their voices are valued, which is important for effective learning to take place. I intentionally focus on promoting connectedness and a sense of community in my classrooms by providing students varied outlets for contribution. I believe that most college students strive to go beyond being consumers of knowledge to becoming contributing members of their classes, university, and community. Higher education provides an exceptional context for promoting students' independent and critical thinking skills, which is key for transforming students to effective contributing members of their communities. To promote independent thinking, I use an inquiry-based learning approach through asking questions and providing opportunities for discussion, research, and response discovery. I vow to empower my students at California State University, Fresno in their search for knowledge and belonging, as they seek to find and fulfill their responsibilities to themselves, their families, and the larger society.