Teaching Philosophy
Over the years, my approach to teaching has adjusted to accommodate the ever changing role of educators and because my experience with students has shaped my practice. Before addressing those changes, it is important to clarify how my philosophy has not changed. My primary focus in my classrooms is to share my love of the field. Students can easily catch our enthusiasm and have a much easier time engaging in our lessons if instructors can easily express why they love the field. That excitement not only entails telling “good stories” that highlight theory while intriguing the mind, but also means helping students find what excites them about the field. I design my lectures in a way to give students the tools to try their hand at practice while highlighting how fascinating the theories are. I find that when students discover the stimulating dynamics of psychology and reasoning, they are as captivated as I am and engrossed in learning more. One personal skill I have that helps make this happen is that I am a very animated storyteller. I am willing to look silly if it conveys the story just right. Plus, I can tell engaging stories about standard deviations and probabilities because they are riveting to me. My primary tip to those asking about what is needed to become a Professor is… to love your field.
While I have never changed my focus on infusing students with a love for Psychology and Quantitative Reasoning, my role in their education has shifted greatly. Professors are no longer the “keepers” of the information. Information is readily at the fingertips of every interested person. Textbook and lectures are no longer the only way students learn. However, our role as instructors is no less important. We are here now to guide students with the consumption of that mass material, to help them identify trustworthy information, and most importantly, in my view, to guide them with critical thinking skills so they may safely consume information for the rest of their lives. I have shifted my teaching away from merely sharing the names and examples of theories to guiding them to apply and critically evaluate theories. My goal is for students to be capable scholars in this ever changing information age. If equipped with proper reasoning and critical minds, they will be able to navigate any field that they are passionate about. All of my courses have assignments with critical assessment and application of course material. Whether I ask students to evaluate the statistical claims of products they purchase or use theories to persuade others to recycle. I encourage students to consume and evaluate information for application so they can carry those skills on after their time with me.
My philosophy is also shaped by the years with students. I recognize the importance of reading my students’ needs and adjusting accordingly. I have become somewhat of a mind reader when looking into the sea of faces during lecture. A subtle flinch or shift of the eye is sometimes all I need to recognize that this material wasn’t as clear as it needed to be. I have added digital feedback tools to my daily lectures to ensure that I have not missed those subtle cues and can continue to hone that skill. I am in constant need of feedback to guide my teaching. Students are my best mentors for how I can improve. Responding to constant and honest feedback is important to me and is a key part of my approach to teaching.
I have also learned that students’ needs often go beyond the classroom. My role might include connecting them with resources, internships, grad schools, or to be an ear and mentor them along a difficult path. I have come to appreciate the complexities that our students bring in their pursuit of education and feel blessed that they have allowed me to briefly join them on their journey. I value my role in conveying the knowledge and am humbled in my role as mentor in the larger contexts of their lives.
Diversity Statement
Throughout my career, I have remained deeply committed to advancing diversity, equity, inclusion, and belonging within higher education. In my current role as the Student Learning Outcomes (SLO) Coordinator and member of the Educational Planning and Assessment (EPA) committee, I helped lead the effort to provide faculty with access to disaggregated equity data through an interactive dashboard. Recognizing the risk of misinterpretation or reinforcing stereotypes, I worked with the committee to develop a thoughtful rollout plan. We placed significant emphasis on faculty education by offering guidance on contextualizing data appropriately, using it to foster dialogue, and identifying equitable instructional practices. This initiative has empowered faculty to make data-informed decisions in ways that center student experience and reduce equity gaps. Notably, this work was recognized and commended during our most recent accreditation process, highlighting its value in promoting institutional accountability and equity-minded planning.
I have also developed and shared monthly resources that elevate the visibility of underrepresented scholars in psychology. For Black History Month, Asian American and Pacific Islander Heritage Month, and Pride Month, I created inclusive content highlighting influential psychologists through short biographies and accessible, alt-text embedded visuals. These resources were disseminated to all psychology faculty at Saddleback College for use in their courses and student communications. Students reached out to express gratitude for these posts, with one noting that “it meant a lot to see a Black psychologist highlighted in my class like this.” These reactions underscored how intentional representation—even in small, daily course materials—can foster a deeper sense of belonging and connection in the classroom.
Beyond the classroom, I actively participate in college-wide efforts to create inclusive learning environments. I served as a discussion facilitator for Saddleback’s inaugural One Book, One College program, first for Ibram X. Kendi’s How to Be an Antiracist, and later for Jessica Nordell’s The End of Bias. These dialogues created space for reflection and growth among faculty, staff, and students and reinforced our shared responsibility for equity work.
My commitment extends to course design and instructional quality. As a trained POCR (Peer Online Course Review) reviewer, I support faculty in designing accessible, high-quality online courses that meet the needs of learners with diverse backgrounds, abilities, and learning styles. To strengthen this work, I have actively engaged in several professional development programs that go beyond passive participation. For instance, during USC’s Equity Now webinar series, I participated in small-group discussions focused on racial equity in curriculum design and student support, and brought back implementation ideas to share with colleagues. I also attended the Stanford Social Innovation Review’s workshop, How Not to Use Data Like a Racist, where I engaged in case-based analyses to examine how data misuse can reinforce structural bias, directly informing our equity dashboard rollout strategy. In 2021, I completed our Teaching Center’s Faculty Equity Badge course—a four-week, intensive experience with live sessions, readings, and written reflections. I used this opportunity to reflect deeply on my own biases and how intersectionality plays a role in student experiences, which continues to inform both my classroom and committee work. These experiences have not only deepened my understanding of systemic inequities but have also empowered me to lead with greater empathy and intentionality.
Across all these efforts, my goal has been to foster a learning environment where all students feel valued, supported, and inspired to succeed. I remain dedicated to continued learning and action that promotes equity and inclusion at every level of higher education.