In a world where global contact is increasingly present in the lives of undergraduate students, my primary objective as an educator is to help my students see that coursework in the Humanities allows us to draw connections between diverse cultures.
Language and literature not only cultivate communication between people, but also provide students with an opportunity to reflect on their own native language and culture in new ways.
I am committed to working in an educational environment with small class sizes. This environment allows me to nourish my students’ curiosity about the complexity of the cultures we study — I believe that their curiosity should guide their learning and, therefore, my teaching.
As a researcher who is interested in the movement of people across national boundaries, my pedagogical goals are consistently informed by a dedication to incorporating transnational theories in my coursework.
I believe that teaching is a practice that is developed both in and outside of the classroom. I have been fortunate to obtain a wide-range of classroom experience during my time at the University of Michigan, Ann Arbor, Université de Paris VII – Diderot and Sam Houston State University. Some of those courses have included elementary and intermediate level language courses while others were upper-division courses themed around coming-of-age novels, travel literature, genre studies or migration.
I believe it is important to supplement classroom experience with pedagogical trainings, conferences and workshops. To that end, I have made use of the following opportunities to sharpen my teaching practice:
- The University of Michigan, Ann Arbor’s Graduate Teacher Certificate Program
- ACTFL Language and Literature Instruction Panels
- SHSU Online’s Course Redesign and Faculty Certification Program
- SHSU’s Writing in the Disciplines Program
- SHSU’s Active Learning Summer Institute
- SHSU’s Odyssey Grant, to attend the Lilly Conference on Teaching for Active and Engaged Learning