Teaching Philosophy
My teaching philosophy is centered on preparing students for what they may face in life after college or entering their careers post-graduation. I hope that students are aware of the multifarious career opportunities related to the course or the degree program. My pedagogical practices are centered on exposing students to relevant/current materials from diverse scholars, using progressive/non-traditional teaching methods to engage students in learning styles while accounting for their identities, and shaping assignments where students’ ways of communicating knowledge are accepted and respected. My teaching philosophy is concerned with the role of culture, inclusivity, and applied knowledge.
Culture
I believe how we communicate is informed by the “condition of our existence”: culture (shapes our perspective, how we express ourselves), utterances, motives, intuition, forces (agency to what we thingify), etc. I draw from indigenous and queer methodologies to incorporate epistemologies outside of those I have learned from a standards-oriented educational system. I intentionally push aside normative practices so students can critically engage with how they relate to the world around them and how their cultural interactions inform how they express themselves and invent. Using indigenous methodological practices, I consider “relationality” concepts to engage students about how their relationships are constellated between family, friends, teachers, and other influencers. Students can then consider how the dynamics of those relationships inform their academic pursuits. Drawing from queer methodologies, I can offer students liberation from traditional ways of writing and meaning-making. I encourage students to engage in the messiness of writing by disrupting writing normative notions and aiding in them becoming confident writers who acknowledge their uncertainties about writing practices as part of their growth. My approach would then lend to students accepting their methods unique to their identity to shape what they deem as effective writing and hone in on their voice. My hopes are that students are not bound by format and standards while ensuring they understand the various situations and contexts of communication. I want students to be empowered to wield language and experience the dynamic nature of communication confidently. Students will discover their rhetorical expression and connect with epistemologies that set the trajectory for their future.
Inclusivity
In the classroom environment, I find it essential to take inventory from class to class of how my identities and abilities impact my lesson and engagement with my students; also, I am mindful by taking into account my students’ identities and disposition. I understand that my pedagogical approaches can either make me complicit in perpetuating colonizing methodologies or contribute towards reimagining generative methods. Additionally, I value mentorship, which I believe is part of providing an inclusive environment. I find importance in doing affective work during office hours and incorporating what I am learning about my students into my lessons to make room for their identities. With this openness and approach, I hope to create a pathway for underrepresented students to have representation reflected in my syllabus and their needs met that other faculty may not sponsor.
Applied Knowledge
With almost 15 years of industry experience in technical and professional communication, I find it vitally important for students to discover connections between their coursework and industry. I anticipate developing service-learning projects so that my students can practice course objectives that have community impact and are resume building. I will reach back to my industry relationships to provide access for future employment opportunities if the work aligns with students’ interests. The service-learning project would serve as a practical application because I value students’ understanding of theory execution in real-life scenarios through applied knowledge. Students should engage in learning beyond the classroom environment.
Culture
I believe how we communicate is informed by the “condition of our existence”: culture (shapes our perspective, how we express ourselves), utterances, motives, intuition, forces (agency to what we thingify), etc. I draw from indigenous and queer methodologies to incorporate epistemologies outside of those I have learned from a standards-oriented educational system. I intentionally push aside normative practices so students can critically engage with how they relate to the world around them and how their cultural interactions inform how they express themselves and invent. Using indigenous methodological practices, I consider “relationality” concepts to engage students about how their relationships are constellated between family, friends, teachers, and other influencers. Students can then consider how the dynamics of those relationships inform their academic pursuits. Drawing from queer methodologies, I can offer students liberation from traditional ways of writing and meaning-making. I encourage students to engage in the messiness of writing by disrupting writing normative notions and aiding in them becoming confident writers who acknowledge their uncertainties about writing practices as part of their growth. My approach would then lend to students accepting their methods unique to their identity to shape what they deem as effective writing and hone in on their voice. My hopes are that students are not bound by format and standards while ensuring they understand the various situations and contexts of communication. I want students to be empowered to wield language and experience the dynamic nature of communication confidently. Students will discover their rhetorical expression and connect with epistemologies that set the trajectory for their future.
Inclusivity
In the classroom environment, I find it essential to take inventory from class to class of how my identities and abilities impact my lesson and engagement with my students; also, I am mindful by taking into account my students’ identities and disposition. I understand that my pedagogical approaches can either make me complicit in perpetuating colonizing methodologies or contribute towards reimagining generative methods. Additionally, I value mentorship, which I believe is part of providing an inclusive environment. I find importance in doing affective work during office hours and incorporating what I am learning about my students into my lessons to make room for their identities. With this openness and approach, I hope to create a pathway for underrepresented students to have representation reflected in my syllabus and their needs met that other faculty may not sponsor.
Applied Knowledge
With almost 15 years of industry experience in technical and professional communication, I find it vitally important for students to discover connections between their coursework and industry. I anticipate developing service-learning projects so that my students can practice course objectives that have community impact and are resume building. I will reach back to my industry relationships to provide access for future employment opportunities if the work aligns with students’ interests. The service-learning project would serve as a practical application because I value students’ understanding of theory execution in real-life scenarios through applied knowledge. Students should engage in learning beyond the classroom environment.