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

courses taught

teaching manifesto

My teaching approach is centered on creating safe and brave spaces for collaborative learning, knowledge sharing and meaning-making to take place. As a communication and public humanities scholar, my goal is to develop intellectual and creative thought leaders, critical thinkers, advocates, and change agents through the power of voice, public scholarship and service. Given this goal, my courses utilize various technologies and mediums for learners to express themselves, examine and strengthen interpersonal and familial relationships, and recognize, confront, and become culturally competent in communicative exchanges and practices. Aligned with my goals and confirming that the field of communication lacks diversity in faculty representation, scholarship, and student representation, with viral hashtags such as #COMMSoWhite, I am committed to using my platforms to interrogate Whiteness and highlight how silence is complicity, create opportunities for unlearning and rewriting, and illuminate why Black scholarship and representation has always mattered.


The stories we tell about ourselves and others, impacts our identities, our relationships, and our health and well-being. It is my belief, that at the root of all interpersonal and relational challenges, is the lack of effective communication. Furthermore, these challenges originate from the stories we’ve heard and consequently, have held onto and allowed to shape who we are, from childhood. To unlearn and rewrite many of these expired narratives, which in turn, changes who we are and strengthens our relationships, reflective, communicative spaces must be created to do this much needed and transformational work. In each of my classes, I provide the opportunity for students to engage in this process by bringing in their lived experiences and apply the skills learned to their most meaningful relationships, which usually starts with self. 

My teaching style acknowledges and affirms diverse learners by utilizing a variety of hands-on methods, such as the arts, story circles, participatory action research, service-learning, and communication-based technologies. This is particularly important because I believe that learning happens best through our lived experiences and holding space with each other. On that end, while formally assessing students on course content and outcomes are extremely important, I equally believe that educators should be cognizant of the systemic barriers that are often present in the traditional process. Thus, I assess students through creative, collaborative methods such as special projects, reflection pieces, papers and presentations. 

In sum, I am deeply passionate about my role as a college educator and consider it a great privilege. This role has the potential to affect the trajectory of someone’s entire life 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)