Teaching Philosophy

My philosophy of teaching draws on positions of DuBois, Freire, and others, in that I believe higher education has the potential to be a transformative mechanism of empowerment for students, and by proxy their families and communities. As an educator, I believe I have the rare opportunity, privilege, and responsibility to lead those in my classroom to a place where they realize this power. I strive to find progressive methods to engage students and to inspire, model, convey to, and join with them in the distribution, acquisition, and development of knowledge. 

I incorporate the evidence based multimodal learning approach at the core of all my courses. This scientifically validated approach focuses on the neurobiological mechanics of how humans process, store, and recall information along visual, interactive, and linguistic neuropathways. Further it reinforces that when learning activities are constructed to allow students to engage with content along multiple pathways that retention can be exponentially increased. This has the potential to make the learning experience far more valuable, engaged, and effective when done correctly. To facilitate multimodal learning experiences, I employ combinations of art infused educational practices, demo work and simulated client training, educational technologies and social media, student generated content development, interactive learning activities, real-world examples, source texts and popular culture references, or any other methods by which the students can be actively engaged with the material in intimate and more-than-traditional ways. While I am well versed in multiple teaching styles I primarily employ a student-centered, participatory, and conversational flipped classroom approach to process and deliver content and to encourage dynamic and critical thinking. 

Every course I teach is tethered to social justice and developing the skills needed to improve the human condition. I also have an explicit focus on individualized and collaborative introspection in the educational process, and believe the university setting is one overflowing with opportunity for personal growth in ways that far outreach traditional content delivery. I approach the learning process as something owned by students, rather than institutions. I measure my effectiveness by evaluating the ways students creatively think about, assess for, and in-act transformation(s) in their own lives and the lives of others. 

I am not naïve and I acknowledge the barriers that exist in the modern educational system. However, I solemnly believe higher education is a means by which to change the world, and it is my endeavor to activate this system to its full potential.