My Living Teaching Philosophy Statement

An Access-Centered Teaching Philosophy: 

    Let's work together to promote excellence, achieve equity, and improve learning for all. I champion student success through evidence-based practices as an access-centered, learner-focused educator. ​​As a passionate educator, I believe that teaching is about transferring knowledge, and that begins with creating inclusive and equitable learning environments where all students feel valued and supported. My approach to teaching is based on evidence-based research, mindfulness strategies, and storytelling, which allows me to connect with my students on a deeper level and understand their unique needs. I know that each student has their preferred learning style, and it is my responsibility as an educator to provide them with the resources and accommodations they need to succeed.

    When I accept the calling to be an educator, I accept each student for who they are, just the way they are, including all of their eccentricities, identities, and burdens. As a teacher, I am conscious of the light and dark in myself and how that impacts my students. I work to shine a light on the hidden aspects of my student's talents and help nurture each individual to be their most confident self. One must look inward to explore unconscious bias to understand one's social location better. All students are worthy of dignity and respect. I understand that there are systemic barriers to access in educational spaces that shadow the potential of many learners. 

      I aim to facilitate change and improve academic outcomes for students of all intersections of identity, emphasizing universal design and accommodations for learners. As an advocate for learners with disabilities, I strive to create an inclusive and affirming learning environment that empowers students to perform their best. My goal is to empower each generation to think critically and to foster a sense of belonging for all students, with respect for unique intersections of identity. Education is a powerful tool for creating positive social change, and it is my responsibility as an educator to cultivate anti-racism and anti-ableism practices in my classroom. I use qualitative and quantitative analysis to record strategies for transforming social systems. Based on ethnographic and peer-reviewed research findings, I apply science-backed approaches to improve institutional learning outcomes. 

    My firsthand experience as a disabled person navigating higher education and employment gives me a unique perspective on advocating for marginalized persons. I will use my education as a platform to stand up for injustice. I will continue my work to improve the mood of virtual and face-to-face communicators and cultivate a classroom based on respectful conduct that carries into the real world. By offering knowledge of disability JEDI subject matter, I can help develop reparative justice objectives, strategies, programs, policies, and other initiatives that lead to a sustainable learning culture.

            Ultimately, my goal as an educator is to create a collaborative and inclusive learning environment where all students can thrive with respect for each of their backgrounds. Teaching is a powerful tool for creating positive social change, and I am committed to using my platform to amplify marginalized voices and cultivate equitable spaces for all humans.

I am a creative thinker, so when people tell me something cannot be done, I find a way to open their minds and create a win-win solution.