UNIVERSITY TEACHING
Before working as a teacher with young children, I lived in the world of academia as a biology researcher and primarily taught college and graduate students. I also offered workshops on inclusive teaching for professors and TAs interested in interrupting the patterns of oppression that are pervasive in scientific education. In both classes and workshops, I designed curriculum with a focus on compassion and community-building among students. Below are a few key pillars of my practice.
Course Content. Center scholars with diverse backgrounds and highlight contributions from students' own communities. Solicit feedback about the topics and goals students want to explore so that they have ownership over their learning.
Classroom Culture. Establish discussion norms that promote equitable participation and provide clear protocols for resolving harm. Use language and activities that are inclusive of all abilities, and never assume students hold dominant social identities.
Student Support. Prioritize student wellbeing by staying informed about campus resources they may need (e.g., disability services, mental health centers, affinity spaces). Advocate for social justice-centered policies and procedures at the departmental and university levels.
Course Content. Center scholars with diverse backgrounds and highlight contributions from students' own communities. Solicit feedback about the topics and goals students want to explore so that they have ownership over their learning.
Classroom Culture. Establish discussion norms that promote equitable participation and provide clear protocols for resolving harm. Use language and activities that are inclusive of all abilities, and never assume students hold dominant social identities.
Student Support. Prioritize student wellbeing by staying informed about campus resources they may need (e.g., disability services, mental health centers, affinity spaces). Advocate for social justice-centered policies and procedures at the departmental and university levels.