Projects & Work

At the core of my teaching philosophy is the belief that students learn best in an inclusive, dynamic, and application-driven environment. By integrating real-world challenges, ethical decision-making, and interactive learning strategies, I help students develop critical thinking and problem-solving skills. I continuously refine my approach based on student feedback, pedagogical research, and innovations in teaching and learning.

Research supports the importance of Universal Design for Learning (UDL) in ensuring that all students, regardless of learning differences, have equitable access to educational materials (Lomellini & Lowenthal, 2022). I incorporate accessible instructional materials, such as closed-captioned videos and screen-reader-friendly readings, to remove barriers to learning. 

By integrating materials from diverse authors and perspectives, I help students connect more deeply with the material. Research indicates that multicultural curricula improve student engagement and academic performance (Banks & Banks, 2019).

Timely and constructive feedback enhances student performance and engagement. Research supports the role of structured feedback in improving student learning outcomes (Darby & Lang, 2019). My course evaluations consistently reflect this commitment, with high ratings for responsiveness and feedback quality. 

Teaching is an evolving practice, and I continuously refine my approach based on student feedback, new research, and innovative teaching strategies. My future goals include expanding my use of technology to enhance student engagement, further integrating diverse perspectives into my course materials, and continuing to develop methods that foster deeper learning and critical thinking. I aim to create an inclusive, challenging, and supportive learning environment that prepares students for success in their academic and professional journeys.

References

Banks, J. A., & Banks, C. A. M. (2019). Multicultural education: Issues and perspectives (10th ed.). Wiley.

Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.

Lomellini, A., & Lowenthal, P. R. (2022). Inclusive online courses: Universal design for learning strategies that impact faculty buy-in. In J. E. Stefaniak & R. M. Reese (Eds.), The instructional design trainer's guide: Authentic practices and considerations for mentoring ID and ed tech professionals (pp. 101-111). Routledge.

Further Examples of My Projects & Work