[site updated 07.08]

I am a student of students.

I am courageous. I accept the responsibility for my role in students’ lives and educate modeling the values of social justice, equality, and compassion with the examples, activities, and artifacts I incorporate into my instructional design.

I am knowledgeable. I employ my training in adult psychology, human development, and multicultural curriculum design to guide learners through well-planned and managed, holistic educational events which include preparation, action, reflection, and assessment.

I am progressive. I vigorously employ learner-centered teaching methods. I uphold the tenets of constructivism and experiential learning. I take calculated risks. I graciously co-learn with students and colleagues ways to improve my practice.

I am energetic. In the learning environment, my dynamic and inviting teaching style ensures all learners have multiple opportunities to co-author their learning. Outside the classroom, I am a passionate advocate, bridge-builder, and resource for students and colleagues.

I am empathetic. I meet students where they reside developmentally and move forward balancing challenge and support to encourage intellectual and psychosocial development among student in a variety of settings including individual mentorship, classroom instruction, and group advising.

I am mindful. I endeavor to find significance in all arenas including the written word, voices of wisdom, and bearing witness to the world around me. I pay attention to the ever-changing intellectual landscape in my area of expertise and to the dynamic human landscape of my institution.