Teaching & Outreach

teaching philosophy

My teaching philosophy is grounded in student-centered learning, equity, and access. At teaching-focused institutions, students bring a wide range of academic backgrounds, preparation levels, and life experiences into the classroom. I intentionally design my courses to support this diversity while maintaining clear expectations and academic rigor. By creating a judgment-free, structured learning environment, I encourage students to ask questions, participate actively, and engage with challenging material. When students feel supported, they are more likely to persist, build confidence, and succeed.

I prioritize guided, collaborative learning to support student understanding and retention. Informed by Vygotsky’s social constructivist theory, I emphasize learning through interaction and supported practice before independent mastery. I regularly integrate structured small-group activities and peer discussion into lectures and labs, allowing students to work through new concepts collaboratively, clarify misunderstandings, and learn from one another. These approaches are particularly effective for students who may feel hesitant to participate in large-group settings or who are building confidence in academic environments.

Helping students learn how to learn is central to my teaching practice. I explicitly teach metacognitive strategies so students can reflect on how they approach studying, problem-solving, and new material. Early in the semester, I guide students in identifying effective learning strategies, setting goals, and monitoring their progress. This focus on metacognition supports student persistence and self-efficacy while enabling me to adjust instruction to meet evolving student needs.

I use multimodal and accessible instructional strategies to support diverse learners. Rather than assuming a single approach to learning, I present material through multiple representations aligned with principles of universal design for learning. Lessons are anchored with guiding questions and visuals, complex terminology is introduced in accessible language, and students engage with hands-on tools, models, or activities to reinforce abstract concepts. These strategies increase engagement, improve comprehension, and support equitable access to course content.

Clear structure and scaffolding support student success. I do not assume uniform prior knowledge and instead ensure that all students build from a shared foundation. I use a chunk-and-chew approach, presenting material in manageable segments and providing time for reflection, discussion, and application before moving forward. Small-group discussions create a supportive space for students to articulate understanding, practice academic language, and ask clarifying questions.

Frequent formative assessment allows me to respond to students in real time. I regularly check for understanding using low-stakes methods such as brief discussions, informal polls, and quick feedback signals. These assessments help identify misconceptions early and guide instructional adjustments, reducing the likelihood that students fall behind and supporting sustained engagement.

My goal is to support student confidence, persistence, and growth. Through these practices, I aim to create an inclusive learning environment where students develop not only content knowledge, but also the skills, confidence, and curiosity needed to continue their education and apply their learning beyond the classroom.