Teaching Philosophy

Dedication to accessibility drives my pedagogy. I begin with the principles of backwards design, establish limits and structure, then allow for flexibility. Inherent in these decisions is an emphasis on learning as a process of discovery. Student assignments blend the personal and the analytical, lowering the barrier to entry as students with backgrounds in scientific, business, or media writing feel their own voice and style is valued, easing any anticipated pressure of conforming to a literary norm.

The relationships students establish with each other and that I establish with them promote a sense of safety in taking on topics they may not otherwise. Students in both my literature and composition courses are prompted for their final essays to compose an inquiry question of their choosing that will guide their research and analysis. Students choose a range of topics such as the meaning of home, the effects of European beauty standards, teenage mental health, and the definition of success. Enabling this kind of agency allows for greater personal investment that in turn yields not only stronger final projects, but more importantly, lifelong curiosity and learning.

Besides one-on-one consultations and individualized responses to students’ work, I create opportunities for students to bring themselves into the classroom. I am oriented toward individual process and qualitative learning outcomes, especially emphasizing a feedback loop with students through regular metacognitive reflection. Students have regular check-ins with me throughout the semester to maintain accountability and adapt goals as needed. I ask students to evaluate their own learning through reflective assignments over the course of the semester, which encourage them to articulate not just what they produced, but how their process evolved. This practice centers motivation and self-awareness, while resisting the idea that a single letter can capture a student’s intellectual development.