Teaching Philosophy

As a first-generation student from a working-class background, attending my first college courses was difficult as I did not feel well-prepared for the material and I struggled to adapt to the ‘hidden rules’ of navigating higher education. However, I had the privilege of being taught by professors who were committed to my success and graduation and inspired me to also become a faculty member that could transform educational settings for students like me.

My teaching philosophy centers on student engagement and active learning opportunities, built-in individualized mentorship within course design, hands-on experience in methodological training, and a commitment to interdisciplinary teaching that advances social justice and addresses pressing social issues.

  • Can racial diversity on college campuses be achieved without affirmative action? This is one of many questions that students, college admissions officers, college counselors, teachers, and university staff have on their minds after the Students for Fair Admissions Inc v Harvard College and University of North Carolina-Chapel Hill Supreme Court cases in 2023 outlawed the use of race-based considerations within United States college admissions.

    This course takes a multidisciplinary approach and includes works from sociology, history, education, ethnic studies, and legal studies to learn about how race has been considered within U.S. college admissions and what the future may hold for race-based considerations in the higher education landscape. Students can expect to learn more about the history that led up to the rise and fall of affirmative action in higher education admissions, how U.S. college admissions varies across type of institution and selectivity, and why diversity and equity is important for higher education.

    Although the course has a focus on the U.S. higher education system, there are opportunities for students to explore what higher education admissions looks like in other countries and contexts as well as how international students and non-U.S. citizens are impacted by race-based considerations upon applying to U.S. colleges and universities. It is important to note that this is not a course that will prepare students to apply to college but rather is a class for anyone interested in racial justice, interdisciplinary social science, or higher education.

  • Required of juniors and seniors in the honors program in the School of Education. Student involvement and apprenticeships in educational research. Participants share ongoing work on their honors thesis. Prerequisite: consent of instructor. May be repeated for credit once.

  • (Formerly EDUC 151.) Primarily for master's students: An introduction to the core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures, and discussions, students will explore the processes and products of qualitative inquiry. This is a graduate level course. No undergraduates may enroll. Priority will be given to GSE students, and final enrollment depends on instructor approval after the first day of class.

Courses Taught

Student Testimonials