I believe students must be equipped to navigate our complex information landscape both in their academic and personal lives. My approach to teaching is student-centered and informed by a number of pedagogical frameworks including Universal Design for Learning principles (Cast, 2024), inclusive pedagogy (Armstrong, 2011), and empirically-grounded pedagogy (Lang, 2021).Â
It is important to me that, as an instructor, I foster a transparent, collaborative classroom environment where students are active participants rather than passive recipients of knowledge. Using backward course design (Wiggins & McTighe, 2005), I develop clear learning objectives, using Bloom's Taxonomy (Bloom, 1956), and scaffold assignments to support continuous development throughout my courses. My class structure includes a blend of lecture, discussion, and hands-on activities to accommodate different learning styles and promote engagement with the material.
I prioritize flexibility in assignments, allowing students to explore topics that resonate with their interests and experiences. I believe that this approach (combined with regular reflection and consideration of emerging research) creates an environment where students feel valued and empowered to develop skills they can apply within and outside of the classroom.