Teaching Pedagogy

Throughout my time in the classroom, whether it be within the two-year or four-year classroom context, I have witnessed the importance of recognizing that all the distinct ways students engage with the learning process is crucial to pedagogical and curricular development. Students of various bodyminds, backgrounds, preferences, interests, and experiences all have something unique to offer in the context of the writing classroom. Writing classes provide a rich interdisciplinary opportunity for culturally responsive pedagogy through an accessibility-focused lens, where students can inherently explore different ways of meaning-making that is fulfilling to their bodyminds, ambitions, communities, and cultures. I approach this in my classroom through two essential practices: low stakes collaboration and actional approaches to feedback. These are practices that are also modeled in my own scholarship focused on exploring disability-focused identity formation, accessibility in the classroom, and the acknowledgement that learning is a reciprocal process.

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I have proudly taught at a large land grant and Hispanic Serving Institution (HSI) designated university (University of Arizona), a local community college with a diverse student population to include local Indigenous students and non-traditional aged learners (Pima Community College), and a HSI and Minority-Serving Institution with eligibility to be designated as an Asian American Native American Pacific Island serving institution in the future (California State University, Long Beach).