Teaching Global Social Problems has taught me how conversations around difficult or somewhat taboo topics can lead to classroom moments that shift how students think about the world and their social position in society. Throughout my time teaching, I have seen students unlearn what they have been taught in previous educational spaces and challenge some of their understanding of the world. I believe it is necessary to cultivate a classroom where students are exposed to new perspectives of the social world while unpacking their knowledge on topics connected to broader social phenomena such as racism, the construction of family, or poverty.
As a first-generation college student, I know how invaluable undergraduate courses can be in exposing students to the necessary tools and language to make sense of their lived experiences. I teach to help students cultivate critical thinking skills to analyze social, cultural, economic, and political change. My goal is to prepare students to view themselves as competent social actors who understand how to be a potential catalyst for change.
During my doctoral studies, I underwent a teaching practicum focused on pedagogy and course development. This practicum provided the necessary training to develop my course and truly cultivate my pedological style. The resources and training acquired from this practicum have given me a strong foundation for developing courses related to my research expertise and sociological concepts as a whole.
Before teaching an independently lead course in the summer of 2021, I gained teaching experience through guest lectures and teaching assistant positions. I have taught and assisted in course sizes ranging from 15 to 150 students. I have experiences with courses that are foundational to sociological departments, such as Research Methods, Global Social Problems, Introduction to Sociology, and Sociological Theory. In addition to core sociological courses, I have also had experiences with more subject courses such as Sociology of Racism, Health Disparities, and Global Africa. Since 2021 I have taught Global Social Problems for two consecutive years and worked as the Lead Instructor for the NJ State Policy Lab internship.
Diversity and Inclusive Learning
Throughout my time teaching, I have worked with different student body populations, which has allowed me to understand how important it is to create an inclusive learning environment that relates to students’ experiences. I have taught at a Hispanic Serving Institution (HSI), a large state university, ad a research university within a university circuit. Working with varying student populations has allowed me to develop course material and assignments that empower students to consider their identities in relation to their communities. For instance, in my Introduction to Sociology course, I plan to assign students a reflective essay where they develop their sociological biographies. This assignment allows students to critically assess how social institutions have impacted their lives.
Evaluation and assessment of students' learning are done in various ways to meet the needs of students with diverse learning styles and assessment strengths. In my course, I use a range of formats, such as long-written assignments, written reflection assignments, multiple-choice exams, in-class presentations, podcasts, classroom participation, and short-answer exams. Along with giving various evaluation and assessment tools, I also aim to have a fair and transparent grading approach. I provide students with a detailed rubric for each assessment and evaluation method. To help students manage course expectations, I also offer a sample of all written assignments. I have found that some students, particularly first-generation students, are given written assignments that they have never seen. Sample documents are my way to ensure that each student understands what is expected of them regardless of their level of exposure to undergrad writing before my courses.
Teaching with a tech-forward approach
As technological advancement continues to bring new and innovative ways to educate students, I find using various multimedia technologies in my teaching essential. With the popularity of social media apps, YouTube, and podcasts, I have found ways to incorporate technology in my courses in order for students to draw connections and develop sociological analysis outside of the classroom. Two multimedia tools I use consistently in the classroom are YouTube videos and documentary films.
In addition to video clips and films, I use podcasts as a way to encourage course discussion and sociological analysis of concepts. Podcasts are accessible to students free of cost and allow them to gain exposure to how scholars speak about their work and how academic work can be helpful in conversation outside of educational spaces. To complement assigned course readings, I assign podcasts that are roughly 25 to 35 minutes long. In my Global Social Problems course, I assign excerpts from the book Hood Feminism by Mikki Kendall for the module on patriarchy and gender inequality. Additionally, I assign an NPR podcast interview with Kendall. Students have shared that they enjoyed reading the author's work and then hearing from them in a less academic, more public conversation style.
Incorporating multimedia has also increased student engagement in the course. Using video clips, documentaries, and podcasts often gets students to draw connections between the coursework and things they observed in their day-to-day life. When students can draw connections between course material and current events, it fosters critical thinking skills and introduces students to various problem-solving strategies.
Mentorship
I would not be where I am in my academic career if it were not for faculty mentorship. Mentorship is a central component of my teaching philosophy. Even though early in my academic career, I have had the opportunity to mentor a handful of first-generation Black and Latinx undergraduates aspiring to enter doctoral programs. I have assisted with mock interviews, helped undergrads network with academics in their fields, and reviewed application materials.
I understand how important mentorship is for bringing in new perspectives to the academic space. When discussing sociological biographies in some of my courses, students are often intrigued by how I ended up in academia. Students tend to seek advice and mentorship around their desires to pressure higher education. I aim to prioritize mentorship throughout my academic career to continue bringing more viewpoints into higher education because I believe that moving the discipline of sociology forward means supporting the next generation of aspiring scholars.