World Premier of the Baltimore Legacy Project: Baltimore Still Rising

My philosophy on teaching is very much influenced by my top three beliefs about learning. First, I believe that learning is a collaborative-experiential process and that learning something new requires doing something new. Secondly, I believe that experiences and feelings are relevant sources of knowledge production. Third, I believe that the most impactful learning is transformational. In other words, the philosophy that guides my teaching and student interactions is active-cooperative (Johnson & Johnson, 1994), peer-learning (Boud, Cohen & Sampson, 1999), and feminist-constructivist approach.

Active Cooperative: In the classroom, I like to create an environment that encourages mutual exploration, critical thinking, and welcomes diverse opinions. As a professor, I not only demonstrate mutual respect, but I also facilitate complex conversations and empower students to identify their own errors using Socratic questioning. It has been my experience that when students feel valued and are empowered, they take more responsibility for their learning outcomes. In addition, I like to create a healthy balance between freedom and accountability by giving clear guidelines and planning content in a systematic manner. In my observation students perform best when expectations are clearly outlined. In an effort to combine students’ enthusiasm and input with a pragmatic approach, I employ the use of rubrics in addition to a course syllabus designed using Fink’s (2003, 2004) model for course design.

Peer Learning: My approach involves taking abstract concepts and making them tangible and applicable to real life experiences through collaborative peer learning. For instance, some class sessions may include discussions in team-based learning for small groups (Fink, 2003), simulations and role-playing, while others may require students to apply and share concepts on a digital platform. In light of students’ different learning styles and preferences, in a typical classroom setting, I use various forms of media that include but are not limited to news articles, popular literature, movie clips, music, guest speakers, and social media. As a digital scholar and activist, I regularly leverage social media platforms to engage students in their domain. This approach has not only allowed me greater reach, it has also built the type of report that is crucial for transformational pedagogy.

Feminist Constructivist Approach: I believe that the educators of the 21st century have a unique responsibility to develop adult learners that are conversant on multicultural issues and have the ability to engage social justice issues beyond the classroom. Given my professional commitment to urban environments and marginalized populations, I am particularly interested in supporting the understanding of inequality, gender, sexuality, intersectionality and diverse feminisms. Overall my pedagogy and research is geared toward the alleviation of human suffering and social justice. In conclusion, I see my teaching role as someone whose work includes preparing students to be able to take on the social justice challenges of their time.