My teaching methods and strategies are based on a critical dialogue between students and teacher. In my courses, students will read, discuss and analyze materials composed of counter-narratives of Communities-of-Color. They will engage these materials by examining the intersections of race, class, and gender. The goal of these teaching methods and strategies is to develop the students’ critical thinking, rhetoric, and writing skills in order to be successful within and outside of the classroom.
The key for a successful teaching pedagogy is the willingness to receive critical feedback from colleagues and students. The feedback from my teaching & student evaluations has given me the opportunity to examine “what worked or did not work” in the classroom, which has improved my overall teaching pedagogy. These opportunities have provided me with mentorship and guidance to become an effective educator, and it’s also important to learn from mistakes.
With every course that I teach, I continue to revise sections of the curriculum to fit the changing environment of Communities-of-Color in the United States, but the core concepts continue to focus on praxis in and out of the classroom. Many conversations with my colleagues & students have provided me with critical guidance in and out of the classroom. In return, it has made me a better mentor and educator.
Lecturer: Bowling Green State University, Department of Ethnic Studies
ETHN 1010 – Introduction to Ethnic Studies
ETHN 1100 – Introduction to Latina/o Studies
ETHN 2110 – History of Mexican Americans
ETHN 3120 – Chicana/os in the United States
ETHN 3300 – Race & Labor in the United States
ETHN 4200 – Latino/a Cultural Studies
ETHN 4800 – Latina/o Educational Pipeline
Lecturer: California State University, Channel Islands, Chicana/o Studies Program
CHS 100 – Chicana/os in Contemporary Society
CHS 402 – Southern California Chicana/o History and Culture