The goal of my teaching is to equip students not only with academic skills, but also with the ability to think critically, ethically, and expansively about the world they inhabit. As an educator, I am committed to continuously evolving my practice. I actively seek out new tools and approaches that deepen engagement—whether through digital platforms, experimental assignments, or interdisciplinary collaborations.

It is my view that evidence of student learning emerges in both formal and informal ways: through the depth of insight in a written analysis, the sophistication of a student’s interview questions, the quality of their class participation, or the connections they draw between course texts and outside case studies. I am particularly moved when students shift from being knowledge consumers to seeing themselves as knowledge producers in their own right.

My understanding of inclusive pedagogy is deeply shaped by my own trajectory as a US-born, Chicanx, and first-generation scholar. This trajectory is informed by the scholarship of underrepresented academics within Chicanx studies and Latinx historiography, whose work helped make my presence in academia possible. As such, I approach teaching an increasingly diverse student body with a commitment to mentorship, access, and representation. I intentionally create space where Latinx, Black, and Indigenous students in particular can develop independent research projects and find academic models that resonate with their lived experiences.

In practice, this means that I structure my courses to support students as they build toward independent research and analytic writing. My teaching facilitates student learning by prioritizing critical thinking, ethical engagement, and skill-building through scaffolded, participatory assignments.   As a result of these teaching strategies, students in my courses learn skills in cultural competence, communication, and problem-solving that are broadly useful in the humanities, social sciences, and professional contexts.