Teaching Philosophy
I have always known that I wanted to engage minds and nurture life-long learners. My journey in education began in elementary school as a literacy tutor, continued as a peer mentor in high school, expanded into a summer school teacher during college, and has led me to my current role as a scholar-practitioner.
To be an effective teacher, I believe one must be deeply knowledgeable about the subject matter, demonstrate strong organization, communicate with clarity, express genuine enthusiasm, build rapport by responding to students’ needs, and maintain fairness in the evaluation process. These commitments guide my practice across all learning environments.
My teaching is informed by research-based best practices, the needs of both local and national communities, and the responsibility of preparing school psychologists and teacher candidates to thrive in dynamic and ever-changing educational contexts. Central to my philosophy is the creation of inclusive classrooms that focus on developing the whole learner, academically, socially, and personally.
Over the years, my role in the classroom has evolved, shaped by experience and by scholarship. In particular, my research on the identity negotiations of women of color in academia has provided a theoretical lens for examining how race, gender, class, and culture intersect in educational spaces. This perspective challenges me to evaluate my own practices critically and to cultivate environments where all students feel valued, supported, and empowered to bring their full selves into the learning process.
To be an effective teacher, I believe one must be deeply knowledgeable about the subject matter, demonstrate strong organization, communicate with clarity, express genuine enthusiasm, build rapport by responding to students’ needs, and maintain fairness in the evaluation process. These commitments guide my practice across all learning environments.
My teaching is informed by research-based best practices, the needs of both local and national communities, and the responsibility of preparing school psychologists and teacher candidates to thrive in dynamic and ever-changing educational contexts. Central to my philosophy is the creation of inclusive classrooms that focus on developing the whole learner, academically, socially, and personally.
Over the years, my role in the classroom has evolved, shaped by experience and by scholarship. In particular, my research on the identity negotiations of women of color in academia has provided a theoretical lens for examining how race, gender, class, and culture intersect in educational spaces. This perspective challenges me to evaluate my own practices critically and to cultivate environments where all students feel valued, supported, and empowered to bring their full selves into the learning process.
Marist college 08/13 - Present
Graduate
PSYH 602: Consultation in the Schools
PSYH 617: Academic Assessments
PSYH 640: Academic and Behavioral Interventions
Undergraduate
PSYC 208: Educational Psychology
PSYC 362: Measurement and Evaluation
PSYC 372: Psychoeducational Assessment of Educational Disabilities
PSYH 602: Consultation in the Schools
PSYH 617: Academic Assessments
PSYH 640: Academic and Behavioral Interventions
Undergraduate
PSYC 208: Educational Psychology
PSYC 362: Measurement and Evaluation
PSYC 372: Psychoeducational Assessment of Educational Disabilities
University of Albany 08/05 - 08/13
Graduate
ESPY 780: Cognitive Assessments
ESPY 798: Diversity: Developing a Multicultural Awareness
ESPY 895: Field Training Experience II
ESPY 798: Individual Differences in Personality
ESPY 786: Instructional Consultation and Intervention (initially under ESPY 895)
ESPY 790: Practicum
ESPY 780: Cognitive Assessments
ESPY 798: Diversity: Developing a Multicultural Awareness
ESPY 895: Field Training Experience II
ESPY 798: Individual Differences in Personality
ESPY 786: Instructional Consultation and Intervention (initially under ESPY 895)
ESPY 790: Practicum
Other Teaching
Introduction to Psychology
Abnormal Psychology
Abnormal Psychology
Movement & Mindfulness Break in the classroom
