As a teacher and first-generation college student, I am committed to educational equity for all students, but especially those who have historically been excluded from higher education. I leverage inclusive and anti-racist practices to guide students in becoming more critical readers, writers, and thinkers. My pedagogy centers and builds upon the literacies students bring with them to writing classrooms. This includes their existing knowledge, languages, and ways of understanding the world shaped by their experiences as members of increasingly diverse and digital communities. I have extensive experience teaching first-generation students and students from racially and linguistically diverse backgrounds at large, public Minority-Serving Institutions, including UNLV and UC Davis, both Hispanic-Serving (HSI) and Asian American, Native American, and Pacific Islander Serving Institutions (ANNAPISI). My primary goal as a teacher is to guide students in learning how to harness their existing funds of literacy to successfully navigate the writing situations they will encounter in my classes and beyond.

Three primary principles guide my pedagogy:

• Adaptive writers understand that discourse is shaped by communities
• Learning to write is a social, collaborative process
• Compassionate praxis is equity-focused and responsive.   

In my ten years in the classroom, I have designed and taught a range of courses, including developmental writing, first-year writing, a variety of corequisite courses, research writing, technical and professional writing, digital rhetorics, and graduate courses in composition pedagogy (see my CV for complete list of courses and number of sections). I have also taught in a variety of modalities, including asynchronous online, hybrid, and fully in-person courses.

To learn more about my experience and perspectives on teaching, you can find my full teaching philosophy, as well as sample course descriptions, in the menu bar above.