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Teaching Philosophy
Reflecting my research interests, my teaching philosophy is centered on the role of education in freeing the mind, fostering critical thinking in students, and the importance of education in self-agency and bringing about social and political change.

Thus, ideally, my students walk away with an understanding of how education is both personally and socially transformative in empowering them to accept or reject ideas based on their own values and beliefs (and not based on media soundbites or a single source), as well as instilling an awareness for the larger importance of wide-spread, accessible education.

My goals in the classroom are to expand students’ world view, provide them with new perspectives, and honor their unique contributions and experiences they bring to the class. As an instructor, I have not only high expectations of my students to read all assigned materials and complete assignments on time, but also confidence in their abilities to do. Student preparedness is critical to creating an ethos of open discussion and thoughtful reflection of the course material. I see my role as part educator and part facilitator. By providing context for our course material, I can help set up a framework for students to have background knowledge of historical eras and particular movements in intellectual thought or social history, while empowering them to read, reflect, and discuss authors of contrasting viewpoints.

Each semester, I seek to help my students improve their written and oral skills as means of articulating and substantiating their points of view. I encourage respectful listening and engagement with those who hold different perspectives.

Courses Taught
Introduction to Education, Rutgers University
Fall 2017, Fall 2018
Taking a multidisciplinary approach to the study of education, this course, offered to undergraduate sophomores and juniors, examines educative practices in and outside of school contexts. We focus on critical issues in U. S. education, including: race; immigration; special education; the structures of schools and schooling; theories of learning and teaching; students’ experiences; teachers’ experiences; inequality; family and community relationships; and contemporary school reform policies.

Introduction to Education Clinic, Rutgers University
Fall 2018
Facilitate observations for pre-service teachers with the local school districts, including visits to elementary, secondary, ESL, and special education classrooms. Interface with principal and administrators. Introduce school, districts, local community to provide context to their observations. Facilitate post-observation discussions and connections to current theoretical and social science research on education.

History of American Education, Rutgers University**
Spring 2019, Spring 2020
Provide a historical overview of the evolution of education in the United States from precolonial through present-day, with an emphasis on citizenship, political implications, access, and race. Teach practical skills in using archives to identify and research primary source documents. Provide in-class and library-based workshops on historical research, writing, and analysis of primary and secondary source documents.

**Pursued and received cross-listing for the course in the Rutgers History Department