Teaching

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TEACHING PHILOSOPHY:

I employ a community of practice teaching philosophy with a social justice
perspective, facilitating equity-oriented, peer collaborative learning in hands-on and project-based lessons for “learning that matters” (a youth-created term to describe learning that connects to student interest and identity as well as local community contexts and needs). I draw from Freire’s notion of teaching as critical praxis, working with students as partners for larger change while leveraging my institutional power to share tools for personal, academic, and professional empowerment with students. I use a collaborative co-design planning model that embraces curricular shifts in reflexive response to student input and needs.

COURSES TAUGHT:

TE 403: Teaching Science to Diverse Learners-Elementary Science Methods — College of Education, Michigan State University, Elementary Science Teacher Preparation Program.

Senior-level undergraduate course on science education methods for elementary students. Class meetings cover topics surrounding learning and teaching science with the Next Generation Science Standards, with a specialized focus on attending to issues of equity through multicultural and culturally sustaining pedagogies, and through universal designs for learning. As a course requirement, students also serve 20 hours as teaching interns/assistants in classrooms, which I integrate throughout the course with in-class reflection activities and out-of-class lesson planning (and lesson testing) assignments in partnership with classroom mentor-teachers.

CEP/TE 491: Learning, Culture, and Equity in the US and Europe: Comparative PerspectivesCollege of Education, Michigan State University

Educational issues as they intersect with culture and how culture is experienced and discussed at multiple scales, contexts, and geographical locations. Class discussions cover topics of learning and teaching in different contexts, using ideas from scholars on multiculturalism in science classrooms, critical multiculturalism for sociopolitical action, the consequences of current global geopolitical events on national policies regarding cultural difference and education (e.g., the effects of the Syrian refugee crisis on American discussions of nationality, race, and religion, and the consequences of those discussions for students, etc.). (Course taught on campus, on-site across the EU, and asynchronously online).

CEP 416: Teaching and Learning with TechnologyCollege of Education, Michigan State University

How education intersects with curricular materials and resources. Includes explorations of some of the latest digital technologies to support learning, as well as explorations of the impacts and uses of physical resources in classrooms. Class meetings cover topics of learning and teaching in different contexts. (Course taught on campus, on-site across the EU, and asynchronously online).

TE 150: Reflections on LearningCollege of Education, Michigan State University

Undergraduate introductory course on social, cultural, and cognitive aspects of learning. Class meetings cover foundational topics and questions of learning and teaching, drawing from teacher education and educational psychology.

 

INVITED LECTURES AND TALKS:

“Integrating Engineering in Science Classrooms with NGSS” 2016 Guest Lecturer. Masters Course TE 861B: Inquiry, Nature of Science, and Science Teaching.
Michigan State University College of Education, Department of Teacher Education, Master of Arts Program in Teaching and Curriculum.

“Equity and Technology Use for Learning in STEM” 2016 Invited Keynote Address. Meeting of Tomorrow’s Educators for the Advancement of Multiculturalism, Michigan State University

“Informal Learning” 2015 Invited Guest. MAET – The Bridge: An EPET Webinar Series. http://bridge.educ.msu.edu/?p=360

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