As a professor, my goal is to teach students that representation exists within specific cultural contexts and therefore contains ideological arguments. I strive to create a learning environment where students of all backgrounds feel safe, supported, and able to grow. I begin most courses by collaborating on a course charter to establish the climate of the classroom space and community. I take the fear out of encountering new perspectives by modeling clear and respectful communication.  

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I understand that learning to interpret representation and learning to write are challenging, so I design stepping-stone exercises for my students and clearly articulate my expectations for each stage. Since I believe mastery of any topic is a life-long skill, I craft assessment tools—writing assignments, presentations, projects—that provide space for them to grapple with the meaning and application of the material. Furthermore, I create and share plain-language rubrics for all aspects of class—including class discussion—so students understand how they are being assessed. I also engage in upgrading, specifications grading, and labor-based grading in many of my courses to emphasize growth and learning over assessment.   

           

By practicing clear communication, scaffolding learning, and engaging diverse voices, I provide my students with a catalog of learning techniques and a space to try each one. The broader goal in doing so is to shape students who are compassionate about others, sensitive to perspectives beyond their own, and intelligent in their choices both onstage and off.