Teaching Philosophy

Teaching Statement

As an educator and scientist, I bring a unique perspective to the classroom, blending geoscience expertise with a passion for equitable and inclusive education. As a first-generation college graduate and a woman in a traditionally male-dominated field, I deeply understand many students' barriers to pursuing academic goals. These experiences inspire my commitment to creating learning environments that empower all students to see themselves as capable scientists and critical thinkers. My approach to teaching fosters inquiry, collaboration, and connections to real-world issues, encouraging students to engage deeply with the material and recognize their potential to make meaningful contributions.

I prioritize student-centered, realistic, measurable learning goals to foster curiosity, critical thinking, and conceptual understanding. For example, in a unit on natural hazards, students analyzed the impact of local hazards and designed evidence-based mitigation strategies, connecting their learning to their environment. By setting clear objectives that build from foundational knowledge to higher-order thinking, I help students engage meaningfully with science and apply their learning in relevant, impactful ways. These goals are the foundation for my instructional practices, designed to actively engage students and bring these objectives to life.

I use evidence-based practices that actively engage students to achieve these learning goals. Predict-Observe-Explain (POE) demonstrations, for instance, encourage inquiry and challenge misconceptions, making abstract concepts tangible. In a lesson on volcanic eruptions, students manipulated liquids of varying viscosities to explore eruption explosivity, fostering scientific reasoning and hands-on engagement. I also incorporate collaborative strategies, such as student-led discussions and argumentation frameworks, to promote critical thinking and the application of scientific language. These approaches create a dynamic learning environment where students explore and build knowledge collaboratively. To ensure these practices are inclusive and equitable, I design teaching plans that celebrate diversity and address the unique needs of my students.

Diversity is integral to my teaching plans, informing my content, practices, and assessments. I incorporate culturally relevant pedagogy by connecting scientific concepts to students’ lived experiences, such as analyzing local wildfire risks in Flagstaff. To ensure inclusivity, I differentiate instruction by providing digital resources for students with visual impairments, pre-filled guided notes for English language learners, and scaffolded assignments for students with IEPs. This approach fosters equitable learning, validates diverse perspectives, and empowers students to see themselves as contributors to science. These thoughtfully designed plans are supported by assessments that measure student progress and guide my instructional decisions.

Assessments are essential tools for measuring progress and informing instruction. I employ various techniques, such as POE worksheets and exit tickets, to assess students’ ability to apply their learning to real-world problems, like explaining slope stabilization techniques in a lesson on mass movements. Diagnostic assessments, including pre-unit reflections, help tailor instruction to student’s prior knowledge, while formative assessments provide meaningful feedback that guides learning. Using multiple assessment methods, I ensure all students have opportunities to demonstrate their understanding, and my teaching remains responsive to their needs. These elements—learning goals, instructional practices, teaching plans, and assessments—reflect my holistic approach to creating impactful and inclusive learning environments.

As an educator, I am committed to fostering equitable and engaging learning environments where all students feel valued, supported, and challenged. My experiences as a first-generation college student and a woman in geosciences have shaped my understanding of resilience and inclusivity, driving my dedication to empowering diverse learners. Through thoughtful goals, evidence-based practices, inclusive plans, and meaningful assessments, I strive to make science accessible, relevant, and inspiring for all students. Teaching reflects who I am—a scientist, an advocate for equity, and a lifelong learner committed to preparing students for a world where they can make meaningful contributions.

As a first-generation college student and a woman in geosciences, my background profoundly shapes who I am as an educator. Growing up in a blue-collar family with no history of higher education, I faced challenges navigating academia without a built-in support system. These experiences instilled resilience, resourcefulness, and a deep empathy for students facing systemic barriers. In geosciences, where women are underrepresented, I recognized the importance of fostering inclusive spaces and amplifying diverse voices. These experiences drive my commitment to equitable, culturally responsive instruction that empowers all students to excel in science.  

Diversity in learning environments encompasses various characteristics, including race, gender, ethnicity, socioeconomic status, ability, cognitive skills, and gender identity. These attributes shape how students and instructors engage with education, influencing the perspectives and strengths they bring to the classroom. For instance, classrooms may include English language learners (ELLs), students with individualized education plans (IEPs), and those from culturally distinct communities. Recognizing and addressing this diversity is essential to creating an inclusive environment where all students feel valued and supported. I achieve this by incorporating culturally relevant pedagogy, tailoring materials to learners' needs, and connecting content to students’ experiences. Understanding diversity’s scope is vital for creating meaningful learning experiences.  

Diversity enhances learning by introducing varied perspectives, fostering critical thinking, and encouraging collaboration. For example, discussions about environmental hazards become richer when students from different socioeconomic and cultural backgrounds share their unique challenges and insights. However, inequities such as language barriers or lack of representation can hinder learning if not addressed. Instructors must adopt equitable practices to create an inclusive atmosphere where all students can thrive. My approach involves addressing these inequities through reflective teaching, accessible materials, and fostering a culture of respect and collaboration.  

An instructor’s beliefs and biases significantly impact student learning, shaping expectations and opportunities. Implicit biases can manifest in lower expectations or unequal participation, while inclusive practices create a supportive atmosphere. By intentionally reflecting on and challenging my biases, I ensure that every student feels valued and respected. This involves continually refining my teaching practices and seeking professional development to enhance cultural competence. Recognizing these influences allows me to create teaching plans that celebrate diversity and foster student success.  

Drawing on diversity in teaching plans validates students’ identities and makes learning engaging and relevant. I design lessons that connect scientific concepts to real-world issues, such as analyzing local natural hazards. Collaborative learning, multimodal instruction, and differentiated assessments accommodate diverse learning styles and ensure all students can demonstrate their understanding. By leveraging the diversity in my classroom, I aim to create an educational experience that supports student success and empowers them to see diversity as a strength.  

As an educator, I am committed to creating equitable learning environments where all students feel valued and supported. My experiences as a first-generation college student and a woman in geosciences inspire my dedication to fostering inclusion and celebrating diversity. Through culturally responsive teaching, reflective practices, and inclusive lesson design, I strive to prepare students to succeed academically and contribute meaningfully to an interconnected world. Embracing diversity is central to my mission of building a more inclusive and equitable future in science and education.