Teaching Philosophy

As an educator, I am committed to cultivating students into reflective, informed participants in public life—individuals capable of navigating the moral and political complexities of the contemporary world. My teaching is rooted in the belief that education is both an intellectual and civic endeavor. I view the classroom as a space not only for the acquisition of knowledge but for the development of the critical capacities necessary to engage meaningfully in democratic society.

Most of my students are at the start of their life in the civic and political world. I take seriously the responsibility that comes with teaching at this formative stage, particularly in a political moment marked by misinformation, democratic erosion, and systemic injustice. My goal is not to provide students with answers, but to equip them with the conceptual tools to interrogate political life, to weigh competing claims to justice and freedom, and to articulate their own positions with clarity and care.

As a political theorist, I see my role as bridging the empirical and the normative. I introduce students to frameworks that challenge dominant political narratives and illuminate the ethical stakes behind political decisions. I encourage them to apply these frameworks both analytically and practically—as tools for understanding the world and as resources for political action.

This approach aligns with Xavier University of Louisiana’s mission to promote a more just and humane society. In helping students grapple with foundational questions about freedom, justice, and responsibility, I aim to cultivate habits of critical reflection and civic engagement that extend beyond the classroom and into their communities.

This teaching philosophy is guided by four core commitments:

Relevancy and Real-World Application
Inclusivity and Equitability
Academic Rigor
Making and Breaking the Discipline

1) Relevancy and Real-World Application

I believe education must connect to the lived experiences and realities of students, particularly when teaching political science. The political world is dynamic and rapidly changing, and students deserve learning that reflects this fluidity rather than static textbook knowledge. By engaging contemporary events and up-to-date data, I aim to cultivate a mindset of critical inquiry rooted in real-world contexts—encouraging students not only to understand political phenomena but to question and analyze them thoughtfully.

Incorporating emerging technologies and simulations into learning honors the complexity of political processes and prepares students to engage in civic life with fluency and confidence. I view the classroom as a laboratory for experimenting with democratic practices, where students can safely explore the challenges and responsibilities of political participation. These hands-on experiences bridge theory and practice, transforming abstract concepts into embodied understanding.

Moreover, I see political education as inherently connected to community and civic engagement. Political science is increasingly realizing the importance of civically engaged research that connects academics to groups and actors in politics beyond the academy. As such, I invite real political actors into the classroom on both a federal and local level. This approach reflects my belief that education should empower students to become active contributors to a just and democratic society, not merely observers.

Ultimately, relevancy in teaching means grounding learning in the present political moment while nurturing the critical capacities necessary for students to become thoughtful and effective citizens.

Congress to Campus 2024: Former members of U.S. Congress Brenda Lawrence (D - MI) and Gary Franks (R - CA) pose with students.

Congress to Campus 2023: Former members of U.S. Congress Tim Petri (R - WI) and Loretta Sanchez (D - CA) speak to students.

New Orleans City Councilmember Lesli Harris speaks to students on the importance of local elections in November 2024.

Provost Marguerite Giguette learns about the 2024 general election from my PSCI 1020 - Introduction to American Government class in October 2024.

2) Inclusivity and Equitability

At the heart of my teaching philosophy is a commitment to cultivating an inclusive learning environment that reflects and respects the diverse experiences of my students. I believe that education is not just about transmitting knowledge but about creating spaces where all students feel seen, heard, and valued. Especially at a historically Black university, it is essential that the curriculum honors the histories, voices, and perspectives of those traditionally marginalized in political discourse. This intentional inclusion is foundational to fostering a sense of belonging and validating students’ identities—conditions that I see as essential for meaningful engagement and intellectual growth.

I understand inclusivity as a process of critical engagement: inviting students to grapple with a plurality of perspectives and to question dominant narratives. Through dialogue and thoughtful reflection, students develop the capacity to analyze political theories within their complex social contexts and learn to advocate for justice and equity in society. This engagement prepares them not only for academic success but for responsible participation in an increasingly multicultural world.

Equity, in my view, is inseparable from inclusivity. A classroom that supports all learners requires transparent, fair, and supportive assessment practices. By providing clear expectations, rubrics, and constructive feedback, I strive to nurture a growth mindset that empowers students to take ownership of their learning. These practices ensure that opportunities for success are accessible to all, regardless of background, and affirm my belief that every student has the potential to contribute meaningfully to the civic and political community.

Applying Political Theory Assignment 2 Appendix.pdf

Assignment Appendix for PSCI 3250 - Intro to Political theory class. This appendix includes samples to guide students' work and a clear rubric -- elements that creating more equitable learning for students.

3) Academic Rigor

In Class Activity 5.pdf

In-class research assignment for PSCI/WMST 2240 - Gender, Sexuality, and Politics. This assignment asks students to take information from a peer reviewed academic article and conduct their own research. This encourages them to think like political scientist and engage in active learning.

I believe students rise to the challenges we set for them. Rigorous teaching is not about difficulty for its own sake, but about respecting students’ intellectual capacities and preparing them to meet the complexities of political life with clarity and confidence. Navigating today’s political world demands critical thought, adaptability, and a willingness to engage with difficult ideas. My goal is to help students develop these habits of mind through challenging materials, sustained inquiry, and active dialogue.

Even in introductory courses, I invite students to think like political scientists—analyzing texts, formulating arguments, and engaging with real-world data. This approach reflects my belief that political literacy should be intellectually demanding and grounded in critical inquiry. Rigor, for me, is a form of empowerment: when students grapple with advanced readings or complete research projects, they cultivate skills that extend far beyond the classroom and into their civic and professional lives.

Pedagogically, I structure my classroom to foster ownership of learning. In a flipped classroom model, students arrive prepared to engage deeply with course materials, freeing class time for discussion, problem-solving, and connection to lived experience. Peer-centered learning builds confidence and collaborative skills, while reinforcing the idea that knowledge is constructed not only through study, but also through dialogue and community.

4) Making and Breaking the Discipline

I teach political science as both a field of study and a space of possibility. Students should not only learn the conventions of the discipline—its research methods, citation practices, and analytical frameworks—but also feel empowered to question and reshape them. This dual focus reflects my belief that political education should cultivate intellectual independence and prepare students to be critical participants in both academic and civic life.

My teaching grounds students in the skills and standards of the discipline, giving them the tools to contribute meaningfully to political discourse. But I also encourage them to interrogate the boundaries of political science itself: What counts as political knowledge? Whose voices are centered or excluded? What assumptions underlie dominant frameworks? These questions invite students to bring their own experiences and insights into the discipline, and in doing so, to reimagine its scope and relevance.

My own interdisciplinary research, particularly in cultural studies, informs this expansive approach. In the classroom, I emphasize the intersections between politics, media, art, and everyday life. By engaging political structures through multiple lenses, students come to see politics not only as institutional or formal, but as lived and embodied. This approach cultivates imaginative, flexible thinkers who are equipped to apply their learning in innovative and transformative ways—within and beyond the academy.

PSCI 4800 Assignment Description and Course Outline.pdf

Assignment description and course outline for PSCI 4800 - Advanced Research in Political Science. This course stresses the principles of political science research and shows students how to conduct discipline according to normative best practices within the discipline especially stressing the iterative process of writing and the importance of peer review.

23d4f8f1451845e7b891905918eb4733.mov

Social media campaign video from students in PSCI 1020 - Introduction to American Government. Students used social media and other creative ways to increase civic engagement on campus extending beyond traditional forms of learning political science.

Conclusion

At the heart of my teaching philosophy is a commitment to fostering critical, creative, and civically engaged thinkers. I aim to create classrooms where students can make meaningful connections between their lives and the political world—where they are challenged to think deeply, supported in developing their own voices, and empowered to imagine more just futures. Teaching at a historically Black university like Xavier University of Louisiana deepens this mission: it reminds me that education is not just about knowledge transmission, but about cultivating the tools and imagination necessary for social transformation.

I approach teaching as both a responsibility and a privilege—an opportunity to support students as they step into their roles as informed citizens, thoughtful critics, and ethical actors in a complex world. Through relevance, inclusion, rigor, and a willingness to remake the discipline, I strive to build a classroom that is alive with inquiry and grounded in justice.

Page updated

Google Sites

Report abuse