TEACHING

My teaching philosophy is grounded in connecting academic content to real-world application, student experience, and equitable access to opportunity. I believe the purpose of education is uplift and edification, both for the individual and for the broader community. At its best, education helps people see themselves differently and expand what they believe is possible. But I also know that many people feel far removed from formal education or question whether it really applies to their lives. That gap shapes how I show up as an educator.

My teaching sits at the intersection of interdisciplinary studies, higher education, and nonprofit or organizational spaces. A lot of that comes from my own experience. I have not followed a straight path, and I know many students have not either. Because of that, I spend time helping students make sense of what they have already done, what they know, and how those experiences connect across different areas. I want them to see value in a broad education and understand how to bring different pieces together in a way that actually works for them, not just in theory but in practice. Many students are trying to figure out how their interests, experiences, and skills fit together, and I see my role as helping them navigate that process with more clarity and confidence.

I think students learn best when they can see the relevance of what they are learning and try it out for themselves. When they can apply it quickly, talk it through, and engage with it in different ways, it sticks. I do not rely much on traditional tests. I use scenarios, reflection, discussion, and project-based assignments that mirror real situations. For example, in my work designing lessons and workshops, I often give students or participants real-life scenarios to work through together, because I have seen that they already bring knowledge into the room. Most of the time, they already bring ideas and experiences into the room, and my role is to help them connect that knowledge and use it more intentionally. I want them to leave feeling like they practiced something, not just completed an assignment. 

Building relationships with students is a core part of my teaching approach. I try to be clear about expectations early on, which is why I use a syllabus quiz to make sure students understand what the course requires. If a student scores lower, I follow up with a one-on-one conversation to walk through it together. If a student seems disengaged or stops showing up, I do not ignore it. I reach out. Sometimes that is a message. Sometimes it is a quick call so they can hear my tone and know that I am coming from a place of support. I am trying to figure out what is going on and how I can support them. That kind of connection helps me respond to what students actually need.

I also believe learning should extend beyond the classroom and feel connected to real environments. In my Mastering College course, I brought in guest speakers and connected students with campus resources, such as student life and other support offices. We did not just talk about those resources, we visited them so students could see what was available and feel more comfortable using them. I wanted them to understand that these resources are part of their experience, not something separate from it. Creating connections helps students navigate their environment more confidently and take advantage of opportunities they might not otherwise consider.

I try to make learning engaging and bring a sense of enjoyment into the classroom. At the end of my Mastering College course, I created personalized superlatives for each student based on their strengths and growth throughout the class. It was something simple, but it meant a lot to them. It gave students a moment to reflect on how they had developed and to see themselves in a positive way. Moments like that matter just as much as the content, because they shape how students view themselves as learners and as individuals.

Collaboration is also central to how I think about teaching. I do not see myself as the sole source of knowledge in the room, and I intentionally create space for students to contribute, reflect, and learn from one another. Through discussion, peer learning, and shared problem-solving, students begin to see that they have something to offer. This is also where interdisciplinary learning shows up in practice, as students bring different perspectives and begin to connect ideas across fields. I have also seen the value of bringing in other voices, whether through guest speakers or shared facilitation, to broaden students' understanding of systems and opportunities.

Ultimately, I aim for my classes to be meaningful. I want students to leave with clarity, confidence, or a stronger sense of direction. Something that stays with them beyond the class itself and helps them navigate what comes next.

I am continuously developing as an educator and do so intentionally. I want more classroom experience, more opportunities to refine my practice, and the chance to develop courses I can teach consistently over time. I am particularly passionate about teaching in interdisciplinary and liberal arts settings, where I can help students connect their experiences, interests, and goals in ways that are both practical and meaningful. My primary aim remains: I want students to feel that what they learn is valuable and that they are able to apply it. This philosophy reflects how I approach teaching, learning, and student support in practice.

Teaching Assistant

IDSS 3200 – Career Planning & Decision Making

Department of Interdisciplinary Studies, Governors State University

January 2024 - May 2024

• Developed a career exploration module focused on pathways within the nonprofit sector

• Designed assignments and grading rubrics to support experiential career planning

• Supported course assessment through structured evaluation of student work

Teaching Assistant

IDSS 4003 – Special Topics: Interdisciplinary Leadership

Department of Interdisciplinary Studies, Governors State University

January 2024 - May 2024

• Supported instruction focused on organizational leadership and interdisciplinary problem-solving

• Designed and facilitated a module on reframing organizations and leadership Bolman & Deal's (2017) four-frame model

• Contributed to course assessment through rubric development and grading support

Instructor

COUN 1008 – Mastering College

Department of Counseling, Governors State University

January 2022 – May 2022

• Taught a seminar course focused on academic transition, student development, and sense of belonging

• Guided students in connecting academic experiences to career and postsecondary pathways

• Facilitated student reflection and engagement with institutional resources to support persistence and success