What three words would you use to describe yourself as a professor?

I describe myself as a facilitator, guide, and mentor. My objective in every class is to facilitate and guide students with opportunities to reflect and acquire their own knowledge, not to impose any beliefs I may have about the material. I trust that in the organization of the course they will be able to see patterns and come to terms with their own ideas about Latin American culture, racial discourses, and dynamics of power. As a mentor, I want students to trust that I will help them in any way I can so they can accomplish their goals.

Could you tell us more about your research interests and how you are able to transmit your passion so well to your students?

My research is focused in Latin American and Caribbean literature and culture, particularly concerning issues of national identity, race and colonial power. In all my classes I try to integrate my research in my instruction, as I believe that both actions are linked and feed my teaching and my scholarship. Many of my articles have been inspired by discussions I have had with my students, and vice versa, many of my courses have been extended to include my research. It Is a dynamic that I enjoy tremendously, as it is never boring and is constantly changing and growing.

You teach classes that often have native speakers and non-native speakers with different levels of adroitness in the language. What have you found to be the best way to lead an inclusive learning experience where all students are challenged and engaged?

What I have found that works best is a combination of teaching strategies and tools that creates a comfortable atmosphere for all students. The key is to be patient and allow all students to use their own Spanish skills, only helping if the student asks for help, and rephrase content, if needed, in order to help anyone that was not able to understand. I also use a shell strategy: I start discussion with a very simple comprehension exercise, evolve with analysis questions, and finish reframing the comprehension exercise with a deeper understanding of the materials and more complex language strategies.

How do you think you will adapt your student-centered approach to meet the unique conditions of Fall 2020? Specifically, what techniques are you thinking of testing out to create a stimulating classroom experience that is viable remotely as well as in person?

The most important thing is to be purposeful and intentional. I know that I will not be able to replicate the atmosphere I usually have in the classroom, but I can build a new one by using technology that accomplishes similar goals as in person classes. Like any language, technology is a language that benefits from simplicity. After the spring semester, I learned that students prefer tools they already know --all from Google suite, for example-- and enjoy some that bring a fresh approach, like Flipgrid. The important thing is to choose what works best for your class.