Teaching Philosophy

As a professor, my teaching philosophy is grounded in the belief that education is not simply about conveying information, but about empowering students to think critically and develop a deep understanding of the world around them. My academic background in governmentality and nonprofits active in disasters has taught me that the issues we face are complex and multifaceted, and require us to approach them with an open mind and a willingness to engage with different perspectives.

In my classroom, I aim to create an environment that fosters open dialogue and encourages students to challenge their own assumptions and those of others. I believe that everyone comes to the classroom with unique experiences and perspectives, and that diversity is an asset that should be celebrated and leveraged. To this end, I encourage students to participate in discussions, share their own experiences and perspectives, and engage with each other respectfully and constructively.

I also believe that learning is a process that is best facilitated, not hindered. To this end, I see myself as a facilitator rather than a gatekeeper of knowledge. I aim to provide students with the tools and resources they need to develop their own understanding of the subject matter, and to support them in their individual journeys of discovery and growth. This means being available to answer questions, providing feedback and guidance, and creating a safe and supportive space for students to learn and experiment.

Finally, I believe that learning is not a one-size-fits-all endeavor. We all learn differently, and as a result, I aim to provide a variety of teaching methods and materials that cater to different learning styles and preferences. Whether it's through lectures, discussions, group work, or hands-on activities, my goal is to create a dynamic and engaging learning experience that meets the needs of all students.

My teaching philosophy is grounded in the principles of critical pedagogy, which recognizes the unequal power dynamics that exist in traditional educational settings and seeks to empower students as agents of their own learning. I believe that education should not only provide students with knowledge and skills, but also equip them with the tools they need to critically analyze and challenge systems of oppression and inequality.

In my classroom, I aim to create an inviting and trusting space where students feel comfortable to share their ideas and experiences, even if they may be different from those of others in the room. I recognize that learning can be challenging and uncomfortable, but I believe that it is only through pushing ourselves out of our comfort zones that we can truly grow and develop as individuals.

To that end, I focus on creating a classroom environment that is not necessarily a "safe space," but rather an environment that is respectful and supportive, where all students are heard and valued. I strive to model and promote open communication, active listening, and mutual respect, while also recognizing that disagreements and conflicts may arise.

My teaching approach is focused on exploring and growing, rather than simply passing tests or assignments. I believe that education should be a collaborative and engaging process, where students are encouraged to ask questions, challenge assumptions, and apply their learning in meaningful ways. I incorporate a range of interactive and experiential learning activities into my classes, such as group discussions, case studies, role-plays, and field trips, to help students connect their learning to real-world contexts and challenges.

Ultimately, my goal as an educator is to foster critical thinking, creativity, and empathy in my students, and to empower them to become active and engaged citizens who are committed to making positive changes in their communities and the world at large.

My diversity, equity, and inclusion (DEI) philosophy as a college professor is rooted in the belief that all students have the right to a learning environment that is safe, respectful, and inclusive. I am committed to creating a classroom where diversity is not only acknowledged and celebrated, but also actively promoted and integrated into the learning process.

To achieve this, I recognize that it is essential to listen to and learn from my students, who bring diverse perspectives, experiences, and identities to the classroom. I aim to create an open and welcoming space where students feel comfortable sharing their ideas, opinions, and concerns, and where everyone's voice is valued and heard.

I acknowledge that systems of oppression and inequality exist in society and may impact the experiences of some students in my classroom. Therefore, I am committed to creating an environment where all students feel seen, heard, and valued, regardless of their race, ethnicity, gender identity, sexual orientation, socioeconomic status, ability, religion, or any other aspect of their identity. I strive to create an inclusive classroom culture that recognizes and celebrates diversity, while also addressing and challenging systems of oppression.

In my teaching, I incorporate diverse perspectives and experiences into the curriculum, and encourage students to engage with and critically analyze them. I recognize that my role as an educator is not only to transmit knowledge, but also to promote critical thinking, empathy, and social responsibility among my students.

To ensure that I am continuously improving my DEI practices, I engage in ongoing learning, self-reflection, and dialogue with my colleagues, students, and community partners. I recognize that creating a truly inclusive and equitable learning environment is an ongoing process that requires a commitment to continuous improvement and an openness to feedback and critique.

Ultimately, my goal as a college professor is to create a classroom that promotes a sense of belonging and empowers all students to achieve their full potential, both academically and personally. I believe that this requires a deliberate and intentional focus on diversity, equity, and inclusion, and I am committed to doing my part to foster a more just and equitable world through my teaching.

1. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.

   • This book provides evidence-based principles for effective teaching, such as how to promote student engagement, use active learning strategies, and create a supportive learning environment.

2. Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons.

   • Brookfield's book provides practical strategies for creating a learner-centered classroom environment that promotes critical thinking, self-reflection, and engagement.

3. Freire, P. (1970). Pedagogy of the oppressed. Continuum.

   • Freire's classic book argues that education should be a collaborative process of inquiry and problem-solving that empowers learners to critically engage with their social and political realities.

4. Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

   • Hooks' book argues that education should be a liberating experience that encourages students to challenge dominant norms and think critically about their experiences.

5. King, A. (1993). From sage on the stage to guide on the side. College teaching, 41(1), 30-35.

   • King's article argues that teachers should shift from being the sole source of knowledge in the classroom to a facilitator of learning, encouraging student engagement and active learning.

6. Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge.

   • Schunk and Zimmerman's book discusses how to foster student motivation and self-regulated learning, including strategies for promoting goal setting, self-monitoring, and self-evaluation.

These sources provide evidence and practical strategies to support the teaching philosophy I have outlined.

As a teacher of Public Administration, Public Policy, and Emergency Management, my approach is grounded in the principles of critical pedagogy and diversity, equity, and inclusion. I believe that these disciplines are essential for addressing the complex challenges facing our communities and the world, and that they require a deep understanding of the social, political, and economic forces that shape public policy and decision-making.

To that end, I strive to create a classroom environment that is both inviting and challenging, where students feel supported in their learning, while also being pushed to engage critically with the material and with each other. I believe that learning is a collaborative and interactive process, and I incorporate a range of activities into my classes to promote active engagement, critical thinking, and problem-solving.

In order to ensure that my teaching is inclusive and equitable, I actively seek out and integrate diverse perspectives and experiences into the curriculum. I recognize that different students bring different backgrounds, cultures, and identities to the classroom, and that these perspectives can enrich our understanding of public policy and emergency management. I also work to create a classroom culture that is respectful and supportive of all students, regardless of their identities or experiences.

In my teaching of Public Administration, Public Policy, and Emergency Management, I encourage students to engage with and analyze real-world issues and challenges. I believe that by applying their learning to practical and relevant problems, students can develop the skills and knowledge needed to make positive contributions to their communities and society. I also emphasize the importance of empathy, collaboration, and social responsibility in these disciplines, as they are critical for addressing the complex and interconnected challenges we face today.

My career goals encompass three main areas: contributing to scholarship in the field of critical disaster studies, becoming a tenured professor at a European university, and writing my memoir. To achieve these goals, I plan to continue conducting research, publishing papers, and teaching courses that explore the complex and interconnected social, political, and environmental factors that influence disaster risk and vulnerability. By contributing to critical disaster studies scholarship, I aim to promote more equitable and just disaster management and recovery strategies.

In addition to my academic pursuits, I plan to build a strong network of colleagues and collaborators in Europe and beyond, with the goal of securing a tenured professorship at a European university. This position would enable me to engage with a diverse range of perspectives and experiences, and contribute to the advancement of critical disaster studies in Europe.

Finally, I am committed to writing my memoir as a personal reflection on my experiences and perspectives as a critical disaster studies scholar and practitioner. I believe that this memoir would offer valuable insights into the human dimensions of disasters and disaster recovery, and would contribute to the wider literature on disaster studies.

Certificate of Innovation in College Teaching: 2023

Oregon Sylff Fellow: AY 2022-2023

ISTR PhD Student Fellowship Seminar: July 2022

CICT Workshop “Student Engagement”: March 14, 2019

CICT Workshop “Pebble Pad”: February 15, 2019

CICT Workshop “Teaching Philosophies”: December 7, 2018

Teaching Mini-Conference “Building Community in the 21st Century”: January 19, 2019

Teaching Mini-Conference “Wellness in Your Professional Life”: September 21, 2018