I acknowledge the power dynamic between the instructor and students and seeks to balance that dynamic by approaching learning as a collaborative endeavor. I also recognize that students come from diverse backgrounds and learn at different speeds through different media. I am intentional in my design of activities and assessments, with specific, measurable learning outcomes in mind. I am transparent with my students regarding the purpose of each learning objective, activity, and assessment, and encourage frequent student feedback.

I consider the following four aspects crucial for student success.

1. Presentation of Material. Because students come from diverse backgrounds, lessons require a Universal Design Approach for Learning (UDL), which accounts for diversity in the background experiences and knowledge of students. Through implementing UDL, my courses contain a balance of reading, listening, and activities, and students have multiple options when being assessed. Outside coursework assigned for each class is thoughtfully chosen and incorporated into classroom learning time and include diverse sources aside from just a textbook. I do not rely on lectures alone but design every class period with an active component where readings are discussed or applied. This structure not only addresses learners of diverse backgrounds, but also encourages students to come to class prepared so that they can participate.

Because participatory teaching methods result in greater retention than passive teaching methods, I include the opportunity to participate in class even during lectures. I incorporate technology into the classroom in the form of polling which makes listening to lectures a dynamic activity. Polling allows students to provide anonymous instructor feedback, and reveals misconceptions and misunderstandings of course material, allowing each class to be tailored to students’ comprehension. My courses also have a strong problem-based learning component, where lessons are taught through role playing, case studies, or lab experiments. It is in part through these methods that students gain agency in their experience in the classroom.

I promote inclusion in the classroom by using guest lecturers and extra media such as videos and music in my own lectures. Additionally, I include diverse perspectives by using a wide range of educational media from diverse creators. I am committed to improving my equitable teaching practice through participation in teaching conferences and other professional development opportunities where I learn new techniques and activities. Currently, I am completing a teaching certificate through the Delta Teaching Program at UW-Madison.

2. The Learning Environment. An active learning environment in which students interact with each other during every class period builds a foundation for a safe learning environment. I start each semester with a discussion of how our experiences shape our identities and worldview. Students often work in small groups within which they set their own group rules and norms. These small groups and UDL help all students have a voice and promote the incorporation of diverse perspectives into classroom discussions. For example, I often use a “think-pair share” activity to encourage participation, particularly among introverted or overwhelmed students. In this activity, students think about their position on a given prompt then convene in groups of 2-3 and discuss each of their stances. Discussing their ideas within a small group first helps encourage students who would not otherwise speak in front of the whole class to present their ideas in a class-wide discussion.

Maintaining a safe and productive learning environment requires monitoring and frequent reflection. Thus, I include a weekly reflection time where students identify and share their successes and suggestions for improvement, which sets the tone for self-awareness and accountability. I am acutely aware of the power dynamic between the instructor and students and seek to balance that dynamic by approaching learning as a collaborative endeavor. My students have agency over their experience in my classroom through the use of flexible course topics, assessments, establishment of classroom norms and rules, and frequent opportunities for instructor feedback.

3. Assessments. Success in the classroom is measured by assessments. I am intentional about the use of assessments and ensure that each meets specific, measurable learning objectives. The three types of assessments I use in the classroom align with my guiding principles as instructor. First, exams consist of multiple question formats and always include the opportunity to apply concepts to problems, cases, and situations. Second, I always assign written assessments. For formal, summative, written assessments, multiple classes are dedicated to teaching the students how to research and reference existing literature, how to construct an argument, and how to revise. I include peer review so that students can practice the review process and have an opportunity to improve their own writing. Third, I include many in-class and short homework assignments. My assessments are thoughtfully chosen to measure learning outcomes and always include options, according to UDL principles. For example, homework assignments include listening to podcasts, watching films, reading articles, or participating in discussion boards. My assessments prompt inquisitiveness, the application of the skillset they have developed throughout the semester, and generation of independent thought. Additionally, I always include a rubric for each assessment so that students know what is expected.

4. Opportunities for Applied Learning. For many students, the best learning environment is within mentorship. Thus, I coordinated and participated in a graduate-undergraduate student mentorship program during my Ph.D. I mentored undergraduate students through processes such as graduate school applications and through each stage of the research process. My undergraduate mentees participated in valuable research experiences such as presentation of an award-winning research poster and ultimately, peer-reviewed publication. I have continued mentorship at UW-Madison and currently mentor undergraduate and graduate students. I participate in the Undergraduate Research Scholars program, and recently completed a semester-long symposium on research mentorship.

Arkansas Tech University, Department of Anthropology

Assistant Professor

North American Archaeology Spring 2020

Cultural Resource Management Spring 2020

Introduction to Cultural Anthropology (web-based) Spring, Summer, Fall 2019

Introduction to Anthropology (web-based) Fall 2019, Spring 2020

Texas A&M University, Department of Anthropology

Instructor of Record

Peoples and Cultures of the World Fall 2016, Fall 2017

Cultural Diversity and Ethics for STEM Majors Spring 2018

Teaching Assistant

Introduction to Anthropology Fall 2014

Palynology (Graduate Level) Spring 2015

Cultural Diversity and Ethics for STEM Majors Spring 2017, Summer 2017