At the start of each semester I administer a brief questionnaire that allows my students to specify their name, pronouns, expectations and aspirations for the course, and potential or existing educational barriers (e.g., work/family obligations, health concerns, lack of access to resources). This proactive approach allows me to anticipate the potential needs of my students (e.g., assignment extensions, make-up exams) and collaborate with them in a manner that ensures their academic success. In addition, I acknowledge and validate the diverse identities, life experiences, and voices of my students and am committed to challenging biases and stereotypes, both within the course content and the classroom dynamics.

To foster an inclusive and dynamic learning environment, I conscientiously address my own biases and their potential impact. In my teaching approach, I actively incorporate a wide array of perspectives, including those that may diverge from my own beliefs. Additionally, I make a deliberate effort to spotlight work by scholars of color and infuse cultural considerations into every lecture I deliver.

Recognizing that learning is not confined to academic pursuits alone, I am dedicated to supporting the holistic growth of my students. Whether through one-on-one discussions, mentorship programs, or workshops, I seek to offer guidance and resources to help my students navigate both their educational journey and life beyond the classroom.

As a mentor, I adopt a developmental approach tailored to the unique needs of each mentee, emphasizing collaboration, open communication and flexibility. I can be incredibly hands-on, hands-off, or somewhere in between depending on my mentees need and preferred mentorship style.