My teaching philosophy is rooted in three main principles: accessibility, adaptability, and advocacy for student success.  These facets are driven by my commitment to nurturing meaningful student connections, igniting curiosity, enhancing critical thinking skills, and empowering active engagement in their learning.  For my efforts, I received the Marvin Zetterbaum Award for Excellence in Graduate Education.  This recognition validates my commitment to educational excellence.

Accessibility

I prioritize accessibility of political science and deep understanding of concepts over rote memorization.  Recognizing the challenges some students may face with abstract concepts—especially as a first-generation college student—I bridge the gap by translating abstract ideas into relatable real-world experiences.  This approach demystifies complex topics and enhances student engagement.

An example of my approach is the integration of pop-culture and real-world connections into lesson plans.  For instance, I utilize the “Dark Knight’s Ferry Scene” from The Dark Knight to illustrate the prisoner’s dilemma, a fundamental game theory concept.  By linking this memorable pop-culture reference to an academic concept, I engage students more effectively and enable them to grasp decision-making dynamics in strategic interactions.  Incorporating contemporary and relevant case studies in my teaching underscores my commitment to making intricate theories relatable and understandable.

Adaptability

Flexibility and responsiveness are paramount in enhancing educational objectives and student engagement.  I recognize that every student’s academic journey is unique; thus, I embrace diverse learning modalities and employ a range of instructional techniques—including lectures, discussions, group work, multimedia presentations, and hands-on activities.  Class time is balanced between instructor-centered approaches (e.g., traditional lectures) and learner-centered methods (e.g., mini-presentations, small group work, games, debates, and interactive polling) to cater to various strengths and preferences.

I used this method when I taught Introduction to American Politics during the COVID-19 pandemic in an online class setting.  Two weeks into the quarter, it became apparent that virtual instruction came with new challenges.  I responded to these challenges by modifying the course to include interactive polling.  This adjustment allowed students to actively participate and share their insights in real-time, transforming the conventional lecture into a collaborative and engaging experience rather than a “sea of black boxes.”

Advocacy

Advocating for student success is a core tenet of my teaching philosophy.  I am committed to providing resources and support that empower students to flourish academically and personally.  This commitment involves guiding students toward campus resources such as tutoring and counseling services, ensuring they have the tools to overcome challenges and reach their full potential.  Additionally, I am dedicated to offering a welcoming space through both in-person and virtual office hours, and by facilitating one-on-one or group discussions that encourage meaningful engagement and foster a sense of belonging.

Furthermore, recognizing that unforeseen circumstances can significantly impact students’ academic journeys, I have actively advocated for flexible approaches to assignments.  Events such as campus closures caused by wildfires, strikes, or COVID-19, can disrupt students’ ability to complete coursework.  In such situations, I have proactively worked to shift due dates or modify assignments, ensuring students are not unfairly disadvantaged by circumstances beyond their control.  By cultivating an environment of open communication, support, and understanding, I aim to create a culture in which students feel not only valued as learners but also as individuals with unique experiences and challenges.  Through my advocacy and dedication to student success, I aspire to foster resilience, adaptability, and a sense of empowerment among my students.  Ultimately, I aim to equip them with the skills and confidence they need to thrive academically and beyond.

Supporting Student Success and Growth

A significant aspect of my mentoring involves supporting students beyond their undergraduate careers, assisting them in academic planning, and providing guidance on post-graduate careers.  Leveraging my experiences, I have shared valuable insights into the graduate school application process, helping students make informed decisions about their academic journeys.  Furthermore, my prior career as an analyst for the state of California has equipped me with a unique perspective that allows me to offer practical advice to students seeking careers in government.  I take pride in witnessing the success of my advisees, with many excelling in law school, graduate studies, and governmental positions.