As a current professor of American Government, I have discovered a profound sense of purpose. My objectives for students begin with a commitment: In my course, you will gain a comprehensive understanding of topics that were previously fragmented, uncover something you are passionate about which will motivate you to take action, and leave class assured that your voice can now contribute meaningfully to discussions, defend issues, and advocate for changes you deem important.

My aim as an educator is to teach the mechanisms of government in a manner that promotes civic engagement, stimulates civil activism, and empowers those who feel marginalized. Teaching government operations from social, historical, and activist perspectives necessitates a thorough awareness of inherent biases and a continual effort to think empathetically. I possess extensive experience in instructing diverse student populations of varying ages, ethnicities, and identities. Discovering the unique perspectives of my students is one of the most rewarding aspects of teaching.

In my class, I establish an environment of open honesty and respect, where all questions can be discussed. Opinions are welcome under two conditions: they should be shared and respected as individual perspectives, and they should be open to being challenged with information. While opinions may be specific, the issues discussed are complex and may lead to new insights and discoveries.

I've successfully taught government by connecting the material to current events, legal issues, and world news. I lecture with slides while moving around the room for engagement and focus. I use picture representations of written words for visual learners. Lectures are recorded for students who find classroom settings challenging and are posted online for students who prefer learning by reading.

Each assignment starts with an article or documentary followed by open discussions—both in class and in small groups—and written responses for grades and peer feedback. Speaking promotes thought, while writing fosters understanding, both enhancing memory and cognition, and forming the basis for analyzing complex systems throughout the semester.

A thought-provoking quiz on the Activote website serves as a unique example. I intentionally use this activity on the first day with students who know little about politics. At the end of the semester, they retake it. While some answers change, students are often amazed at how much they've learned and feel confident in their responses. The website also shows statistical voting patterns across the U.S. Initially, most students agree with the majority, but by the end of the semester, they engage in genuine debate and frustration over differing opinions.

I believe learning is achieved best through discussion, critical thinking and writing. Each semester, I start with my favorite assignment, the Political Experience Essay to challenge students' preconceived notions about politics. Common beliefs are: "I don’t know anything about politics," "Politics doesn’t affect me," and "I don’t care about politics."  This assignment challenges that notion right off the bat.  In this essay the student is given these parameters:

We are all the summation of our lived experiences.  Think of a time when you were a part of an experience that was political by nature.  Did you attend a rally or witness a protest? Do you remember where you were, what was said or how you reacted when an event happened that impacted you and your family locally or nationally?  Maybe a family member ran for public office, or a loved one immigrated from another country.  Have you been affected by government efficiency or inefficiency during a disaster, personal tragedy or in daily life?

Each semester, I observe initial skepticism as I explain the assignment. However, as students begin to think and write, I see an awakening in their understanding of why politics, government, and participation matter. I have received accounts of students who as children, marched with their parents who were elementary school teachers, striking for better pay at the state capital. I have read poignant stories of reproductive right violations, deportation, and tornadoes that resulted in families losing both homes and jobs. I have been impressed by two students who led walkouts at their schools in protest of George Floyd’s death and the conviction of Julius Jones in Oklahoma.

This assignment enables me to build rapport and earn my students' trust by engaging with them on a personal level. Consequently, I have established an opportunity to present each new aspect of American governance in a manner that encourages them to feel comfortable resisting, embracing, or questioning these systems. 

My end goal is simple: I wish to connect with humans from all walks of life, ethnicities and backgrounds, and show them that they matter.  We, as people, come together and give authority to our systems to govern us.  Because of this, our voice matters.  Collectively, we must pay attention, stand up for injustice and discrimination, and engage, join, resist, create and at times dismantle our world around us.  I teach to inspire my students to vote, serve in public office, work for non-profits, march for the silenced, and combat racism, bias and hate. Political Science is my avenue to affect change.