A great teacher respects and honors students’ individuality, humanity, and capability. I strive to be the one who inspires students to rise to challenges, disrupt the status quo, bring their whole selves into the educational environment, and commit to careers that will make the world a better place. In 2022, students from several student organizations came together and awarded me the “Outstanding Faculty Award” which has been one of my greatest honors. To know the students hold me in such high regard and esteem is a great honor, and I am grateful for their trust and faith in me as a professor. This was especially meaningful as I was a Graduate Teaching Assistant in my second year of teaching.

A great teacher engages in the educational process and is as open to learning as much as they share. I approach pedagogy with a commitment to the notion that knowledge is not to be obtained simply for knowledge’s sake but rather for the cultivation of an equitable society in which all people are equal and have equitable access to resources and opportunities. My classes, which largely focus on matters of race, culture, gender, and sexuality, cover topics that can be uncomfortable to discuss. I encourage students to share their personal experiences and I learn a great deal from them.

From one of my students in my course, “Dimensions of Race”: What I liked most about the class is the discussions we have about the readings and videos we watch. Hearing everyone's opinions and thoughts was interesting and made me think of things differently or see a new perspective.

From another student in the same course: The instructor created a safe space for all personal and professional viewpoints. I felt that I could speak without being judged about my viewpoint. I believe this contributed to the effectiveness of the class and coursework.

A great teacher recognizes that each student is unique and remains flexible in one’s approach to meeting students where they are while remaining committed to elevating students’ understanding of the world around them. In my classes, I endeavor to foster learning environments that challenge students to step out of their comfort zones and become engaged in a mutual learning process. To that end, I employ various methodologies and modalities in consideration of the various learning styles of a diverse student group and in accordance with advancements in technology and pedagogical philosophies. I give assignments designed to help students articulate their understanding of theory and praxis and I don’t move forward until my students get it. I also make sure that I assign relevant and accessible texts, videos, and other media that help them better understand the concepts. I am willing to meet with students individually if needed to ensure they understand the content. My classroom supports students with disabilities and I recognize that each student is starting from a different place.

From one of my students in my course, “The Black Woman”: She dared us to change the way we thought about many things whether that be sexuality, gender, or politics. She made sure that we felt included and seen at all times. She gave us honest feedback on our work and helped me improve my analytical and writing skills.

From a student in my course, “History and Significance of Race”: The instructor was very organized throughout the semester and made the modules easy to access and follow. She was passionate about her work and it showed in the engagement with students and material.

From a student in another section of the same course, an online section: The combination of readings, videos, and video lectures contributed the most to my learning in this course. Typically for online courses, I fall into the habit of learning most of the information from one outlet, typically readings or lecture videos, but for this course, I felt as though the materials picked were very beneficial together and complemented one another well allowing me to learn the best.

I know that students come from different backgrounds and they have had different experiences with education, so I do my best to meet their needs as best as I can with as diverse an approach as I can. I also offer extra credit opportunities every single class because I recognize that neurodivergence can interfere with “standard” learning and, as a disabled learner myself, I do not wish to penalize my students because they learn differently. My extra credit offerings have proven to help students raise their grades and give them confidence in themselves and their understanding of the materials.

Finally, creating a safe learning environment is important to me, especially given the content that I usually teach. When discussing issues of race, gender, and sexual orientation, I’m aware that these can be polarizing topics, so I endeavor to create safe spaces to facilitate the sharing of honest ideas. I go over guidelines for classroom interaction and I make sure students read through the university guidelines on classroom conduct, respecting other people’s rights to express their opinions, and acting with academic integrity and good faith. My students have expressed their feelings of comfort and support and I take pride in that.

Ideally, I’d like to teach courses related to understanding the importance of race and gender in society and how laws, media, education, and environments shape our perceptions and understandings of the world around us. My interests are: media and representations of race, culture gender, and sexuality; LGBTQIA+ experiences and representations; Black feminist history, theory, and praxis; Black womanhood and representations in literature, film, television, and social media; and social justice activism in the 21st century, particularly via social media and digital organizing. Ultimately, I believe my life’s work, my personal experiences, and my studies have all contributed to my ability to be an effective and engaging teacher with whom students can connect and from whom they can learn a great deal.