Teaching Philosophy

I aim to develop skills that prepare students for success in future careers. I emphasize the acquisition of conceptual knowledge and critical thinking skills through interdisciplinary instruction, research and writing as process, community-engaged learning and experiential and embodied learning. My classes actively engage questions of diversity and inclusion through pedagogy and curricular design.

In sum, my classroom is an interdisciplinary environment where students experience research first hand and engage diversity within their local communities.

Interdisciplinary Instruction

My courses take an interdisciplinary approach and integrate ideas and concepts from multiple fields within the social sciences and humanities.

In Politics of Latin America, I balance historical and cultural material to equip students with knowledge necessary to understand democratic breakdown, for example. As a learning outcome is the application of political science theory to country level cases, we first analyze historical, social, and political aspects of the rise and fall of Allende in Chile. Later, we conduct a multi-session simulation inspired by the current turmoil in Brazil. This interdisciplinary approach recognizes the diversity of experience and background that students bring to the classroom. It also values a comprehensive liberal arts education as a foundation for today's globalized world.

Research and Writing as Process

I utilize the research-supported pedagogy of research and writing as process through scaffolding, editing, and revision.

In middle division classes, such as Social Movements in Latin America, I employ the revise and resubmit technique so that students learn through editing and revision. Upper division classes complete semester research projects by scaffolding smaller assignments on design, methods, and analysis. In US Social Movements, we do participant observation through a “sight without sound” activity in class before data collection with a local movement. We watch the short film Bilú e João (UNICEF) that chronicles a day in the life of impoverished Brazilian children. Prior to viewing, students receive a “to get list” with a theoretical construct such as resistance. We brainstorm what resistance may be and how one would observe resistance in action. We then watch the film (in Portuguese without subtitles) and keep detailed "fieldnotes" on the storyline and resistance. Without relevant linguistic or cultural skills, students experience an environment similar to participant observation in the field. After, we prepare a report that explains the film and analyzes resistance, and a sketch to record a key moment of the film. We conclude with an in-class discussion of the research process. As writing as process, this activity and subsequent field assignments meet the learning outcome of applying research methodologies to original research.

Community-Engaged Learning

I incorporate community-engaged learning that emphasizes inclusion and diversity into my classes.

In Experiences in the Policy Process, we apply policy theory to policy problems in partnership with Lewiston organizations and the Harward Center for Community Partnerships. Students collaboratively produce policy reports for scholarly audiences and posters presentations for local organizations and the Maine legislature. By the end of the semester, we meet the learning outcome of developing collaborative solutions to community driven problems.

Diversity and Inclusion

I strive to create a classroom experience that values diversity and inclusion.

I construct my syllabi with inclusive language and emphasize that learning is a collective process best achieved through positive dialogic exchange. In my classes on Latin America, for example, I include learning objectives of synthesizing interdisciplinary material that highlights multiculturalism, inclusivity, and diversity. In Politics of Latin America, we write critical analysis papers on identity and politics by comparing Benedita da Silva's experience as an Afro-Brazilian female politician to other marginalized identities. In Social Movements in Latin America, we write critical analysis papers that profile regional activists and analyze the role of their identities in driving participation, mobilization, and strategic choice within social movements. Additionally, inclusivity also speaks to accommodating learning differences, creating a sense of community and belonging in our classroom space, and flattening practices that may create barriers to student engagement and learning.

Reflection

I continually reflect on and revise my pedagogical techniques in response to student feedback. In addition to standardized evaluations, I distribute my own survey to gauge student learning on specific course material and aspects they enjoyed and did not enjoy. I was fortunate to teach Public Policy for three semesters and incorporated feedback into future classes. Notably, students expressed desire for more content on healthcare, environment, and practical applications of policy. Thus, I incorporated small collaborative case studies based on real life studies. In one, small teams prepared policy recommendations for improving the quality of living in nearby Wyandotte Co, Kansas City. In the other, students simulated advocacy coalition dynamics through a case study on wolf reintroduction in the West.

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