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Teaching

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Common courses Taught

  • Communication Theory

    • Exploration of what theory is and in-depth examinations of Communication Theories that apply to students' future careers and relationships.​

  • Communication Research Methods

    • Methodologies and issues of communication research, with a focus on reading and understanding research literature and identifying misinformation in popular media.​

  • Public Relations Tactics II

    • Theory, design, and production of digital media in the context of public relations.​

  • Social Media and New Media Optimization

    • Theory and practices for management and engagement in digital environments.​

  • Interpersonal Communication

    • Theory and exercises in interpersonal communication Situations.​

While I am relatively early in my career, with my teaching philosophy still evolving, I have found that I thoroughly enjoy the teaching process. I value the tasks of helping and guiding students as they learn how to analyze content, think critically, and apply their knowledge to the world around them and their behavior. Pedagogically, I work to provide an inclusive environment where all students thrive and benefit from lectures, assignments, and class participation. 


To achieve these goals, I draw out my students' motivation to learn by structuring information, facilitating interactive learning, and encouraging student-oriented goals. I structure information by organizing subject material under clear, cumulative themes, tracing the path from theory to practical skills. Within this structure, I frame the content to the needs and perspectives of my students via examples and explanations relevant to their lived experiences. For example, within my communication theory course, I break down each theory, relating each component of a theory to the lived experiences of my students. These components then build on each other, leading students to better understand a given theory, which is then built upon for the next theory/topic of the class. Additionally, I incorporate student feedback into my material to increase course clarity. I am continuously building and refining assignments, often offering students extra credit for providing meaningful feedback on how to improve class assignments. 


I facilitate interactive learning by using active learning strategies, such as structured activities and assignments that promote critical thinking and analysis. For example, in my research methods course, as students select research literature for their term papers, I require them to analyze each article using questions that model critical thinking toward the content. This method helps the students critically analyze the literature, examining how the articles can be used in their final course paper.


When teaching online, I consider the best digital environment to help students learn. When teaching primarily discussion-based courses, I use a virtual reality (VR) environment accessible via a computer or VR headset. These VR applications help with in-class attention and provide a student with an environment more conducive to interaction with the professor, students, and material. Meanwhile, in asynchronous online courses where a video lecture is the most appropriate tool, I segment lectures with mini-quizzes between each section. These quizzes provide students with an attention and memory check. I have found that such attention checks help improve student performance in such self-guided digital learning environments.  


Finally, I encourage student-oriented goals within my classrooms, focusing on what the students want to gain from the class, with grades as a necessary but secondary metric. I structure assignments to apply to student needs, such as building and running a professional portfolio page. I also focus class conversations on topics of interest to the students, as applicable to the class content. I believe students do their best in any learning environment when they are self-motivated to understand and interact with the content rather than chasing a grade.


I strive to provide a safe and inclusive classroom, as I believe it is essential to actively promote equity and respect among students. I have assignments in several classes that require the students to interact with each other's work, such as a weekly assignment where students must read and respond to blogs created by their classmates. Such assignments foster comradery in the classroom as students learn about each other's interests and experiences. I also ensure that I have free time at the end of my classes to provide a space for students to approach me about any concerns. This helps students struggling with class content, whether due to a language or culture misunderstanding (i.e., international students), a physical or mental disability, or personal issues. Knowing that a professor is willing to put aside time to help, whatever the problem, can make a difference in a student's mental health and success. 
Concerning course assignments, my philosophy is to ensure that assignments can serve and benefit students with special needs without modification. Rather than building assignments for the average student and then altering them for students with accommodations, I design coursework to eliminate or lessen the need for student accommodations. For example, I now regularly build a Wiki website for each of my classes, where students must contribute to a set of class notes. This assignment has eliminated the need for note-taking accommodations. The accommodation is built into the class, with the notes collaboratively built by the class, for the class. I have found that by approaching coursework development in this fashion, I provide a valuable tool for all students while removing an obstacle for students that need help (i.e., the anxiety and fear that can come from asking for help). 


Outside the classroom, I recognize the importance of mentoring students. I advise students on potential classes, internships, and the general course to take when mapping out their academic carrier and where it can take them. Additionally, while I reside at a teaching university, I introduce students to the research process. Throughout the school year, I take on students as research assistants on various projects, providing them with an introduction to the research process. I believe that being an educator does not end with the planned class activities but continues with providing advice and guidance to students. 


I have come to love my role as an educator. I value my time interacting with students and helping them take ownership of their education, and I look forward to continuing to invest my time in improving my skills as an educator so that I can make the best possible impact on my students' lives.

Teaching Philosophy

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