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public humanities. 
interpersonal relationships.
public speaking. 
storytelling. facilitation.
active citizenship. 

courses taught

teaching manifesto

My teaching approach is centered on creating safe and brave spaces for collaborative learning  and meaning-making to take place. As a social sciences + public humanities scholar, I am committed to developing intellectual and creative thought leaders, critical thinkers, advocates, and change agents through interpersonal relationships, voice, and story. My courses utilize various technologies and mediums for learners to express themselves, examine and strengthen interpersonal and familial relationships, and become culturally competent in communicative challenges, exchanges, and practices. Confirming that the field of communication lacks diversity in student and faculty representation, scholarship, and research (#COMMSoWhite), I am committed to using my platforms to shift this narrative and provide opportunities for unlearning, rewriting, and telling counterstories in the field. I am committed through my teaching to illuminate why Black scholarship and representation has always mattered.


It is my belief, that at the root of all interpersonal and relational challenges, is the absence of effective communication. Furthermore, these challenges often originate from our upbringing and thus, our worldview, and the stories that we grow up hearing, hold onto, and consequently, often shapes who we are and informs our relationships. Often time, confronting, interrogating, and rewriting these expired narratives, empowers us to do transformational work - not only in our personal lives but in our communities. My classes create space for students to engage in this process and to implement what they've learned within their spheres of influence. 


My teaching style acknowledges and affirms diverse learners by utilizing a variety of methods that supports the experiential learning cycle. Particularly, I integrate the creative arts, participatory action research, human-centered design, and service-learning into my courses. This is particularly important because I believe that we learn best through our lived experiences and holding space with each other. On that end, while formally assessing students on course content and outcomes are important, I equally believe that educators should be cognizant of the systemic barriers that are often present in traditional academic processes. Thus, I assess students by creating opportunities for self and community reflection through collaborative projects, think pieces, and creative presentations. 

One aspect of my teaching that students have often shared with me is my ability to get them to think outside of the box, think critically, and challenge what they have always known to be true. 

I expect the best from my students and in return, I give them my best. My job is to give them the tools to succeed. Their job is to succeed.


In sum, I am deeply passionate about my role as a professor and consider it a great privilege. I am keenly aware that I have the ability to affect the trajectory of someone’s thought process and life path, and I hold that to the highest honor. 


courses taught

CMNS 101: Fundamentals of Communication (Online)

ENGL101: English Composition (In-Person)

PUBH301: Public Humanities Project Development Lab (In-Person)

SPCH101: Introduction to Human Communication (Hybrid)

SPCH110: Interpersonal Communication (Hybrid)

COM110: Introduction to Public Speaking (In-Person)

EDA4930: Leading for Social Change (In-Person)

SPC2608: Introduction to Public Speaking (In-Person)

PD600: Presentation Skills (In-Person)

PD547: Facilitation Skills (In-Person, Online)

PD505: Training Tradecraft (In-Person)

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