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Teaching and Mentorship Philosophy

My pedagogy grounded in making university classrooms inviting, equitable, and engaging spaces for all students, where differences in experience, skills, and perspective are celebrated and used as a platform for engaged, participatory learning. In my practice, this means challenging historical power dynamics of the classroom. I intentionally center historically marginalized voices (including scholars of color, indigenous scholars, disabled scholars, and LGBTQ+ scholars) in my curriculum and how I evaluate students. This includes multimodal assessments and centering individual goals and growth. I believe teaching and learning is most successful when all participants are able to bring their full self to the classroom, while simultaneously maintaining an open, respectful and generous mind towards their co-learners.

My courses center around human computer interaction, human-centered design, and qualitative/quantitative research methods in the social sciences. 

Research Methods in Media & Information MI 355: Junior level course centered on introducing students to the scientific method and social science research. Course covers research ethics, generating research questions, completing an original research proposal, and an overview of quantitative and qualitative research designs including interviews, surveys, and experiments.

Understanding Users MI 220: Sophomore and junior course centered on hands-on in-class work to learn contextual design methodologies. Students learn methodological approaches including contextual interviewing, affinity diagramming, surveys, and visioning/storyboarding.

Introduction to Media & Information MI 101: Lecture-based course for freshmen and sophomore students. Required for the Media & Information concentration. Centered on critically examining the historical development of modern media ecosystems. 400 enrolled students.

ALA 171: Discussion and experience-based course for freshmen students. Course focused on successful strategies, particularly for underprivileged students, for transitioning to college life and developing a critical consciousness of social issues including social identity and DEI. 15 enrolled students. 

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