Statement of Teaching Philosophy

“Wisdom is not a product of schooling but of the lifelong attempt to acquire it.” 

― Albert Einstein

Become a lifelong learner.

Learning is a lifelong process. Although we can never truly know the answers to all of life’s questions, we can still aspire to do so. This starts by defying the limits of a classroom, a single semester, or even a four-year degree. How can we teach students to learn beyond the academy? How do we instill the importance of sharing knowledge? More importantly, what can we learn from our students? Acknowledging that we cannot truly know everything, that there is always an opportunity to learn, is at the core of my teaching philosophy. A humbled approach, I value the lessons taught by my students. In exchange, I encourage them to ask great questions—learning from others along the way.

Real-world experience.

As a journalist, this philosophy is also at the core of my practice. Beyond pen and paper are the social institutions in which journalists play a role. As students, aspiring journalists must learn to master the art of crafting newsworthy stories, adhere to a code of ethics, and pitch newsworthy topics. Before these spirited young adults enter the industry, they must learn to work efficiently among thought leaders and seasoned professionals. From crafting a story to editing video clips, I am equipped to teach my passionate and eager students the skills they need to succeed in a fast-paced environment. Finally, and as emerging technologies become integrated into practice, changes to the curriculum become necessary so that students acquire new and innovative approaches.

Think outside the box.

I also believe it is crucial to keep an open mind within the classroom. An educator with an open mind recognizes and values the multifaceted perspectives students have to share. Recognizing there are always two sides of a story, is to understand the nature of social life. Mastery in this sense, is to possess the will power to adapt to change. An open-minded environment is a space in which students can freely express their beliefs and values. From a learning perspective, open mindedness also means challenging students to think creatively and outside of the box.

Diversity, equity and inclusion.

As part of the LGBTQ+ community, diversity, equity and inclusion are not only professional values of mine, but also personal ones. It’s important to me that students feel they are welcome no matter their race, ethnicity, gender, class or sexual orientation. From this standpoint, the classroom should be a safe space as well as a reflection of a healthy democracy. According to Ainscow et al. (2013) and Díaz-Jiménez (2019), “A democratic society is based on the idea that education must be guaranteed for all students, especially for those who are disadvantaged. To achieve this objective, universities must undergo a process of educational inclusion” (Moral Mora et al., 2021). In line with these scholars, I believe it is our duty as educators to create an environment where inclusive pedagogy is at the heart of our values. Therefore, I strive to implement a curriculum that meets the needs of my diverse student rosters. 

Classes taught and first-hand experience.

“He who does not know foreign languages does not know anything about his own.”

-Johann Wolfgang Von Goethe

No matter the course, my teaching philosophy is woven throughout my approach. Early in my career, I was a foreign language educator. At the university level, I taught Spanish 1001 Spanish 2001. As a part-time job, I taught English remotely to elementary students in China. Throughout my experience as a foreign language educator, I learned to overcome the many cultural barriers and challenges that often surface within multicultural classrooms.

Currently, I teach a broad range of journalism courses at the University of Colorado Boulder. These courses include, but are not limited to, Principles of American Journalism, Race and Sports Journalism, and skills based reporting classes such as Sports Writing and Reporting 2. Applying my experience as a foreign language educator has undeniably prepared me for the diverse and aspiring journalists that enroll in courses at CU Boulder. It has also taught me to consider new and multiple perspectives. For example, implementing a globalized perspective has opened doors for new pedagogical opportunities and coversations surrounding news reporting.    

References

Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2013). Promoviendo la equidad en educación  [Promoting equity in education]. Revista de Investigación en Educación, 11(3), 44–56. 

Díaz-Jiménez, R. M. (Ed.). (2019). Universidad inclusiva. Experiencias con personas con diversidad funcional cognitiva [Inclusive university. [Experiences with people with cognitive functional diversity]. Pirámide. 

Moral Mora, M. A., Chiva, I., Lloret-Catala, C. (2021). Faculty Perception of Inclusion in the University: Concept, Policies and Educational Practices. Social Inclusion, 9(3), 106–116.