The subtle art and science of teaching becomes evident in the student's capacity to absorb knowledge within the classroom, be profoundly influenced by its content, and subsequently teach that wisdom with others in the world.

I first read The Courage to Teach in my first class of graduate school in a degree program for Organizational Leadership. I aspired to re-enter the workforce in previously held director- or executive-level roles after a motherhood employment gap (2010-2016). My purpose for pursuing graduate school was centered around the evolving role of NICU parents and their professional engagement within the intricate landscape of healthcare. In a Discussion Forum (2012), I proposed that teaching extends from traditional degree-seeking coursework in-person or online to the practical, skills-based learning required for career advancement through workforce development. The profoundly influential professor of servant-leadership in this first class encouraged me to remain open-minded about my perception of teaching, thus sowing a seed that continues to flourish and adapt throughout the seasons of my life.

In 2020, after eight years of cultivating interpersonal leadership skills, immersing myself in teaching management, conducting academic research, and finding myself in the right organizational culture, my passion for teaching was ignited.

The organizational culture that activated my desire to teach in 2020 was at Golden Gate University (GGU), a university that has been championing underrepresented students since 1901 in San Francisco. Golden Gate University's 120+ year history of providing business and law education to students who didn't come from wealth or privilege (which was a requirement at the time for admittance to a degree program) resonated deeply with my social justice values. GGU's dedication to a rigorous academic curriculum fosters practical, skills-based learning, resulting in rich class dialogue and papers that are enriched by experiential learning.

As a military spouse, GGU's organizational culture felt like coming home. GGU linked my background as a military granddaughter, daughter, and spouse to a profound sense of purpose and belonging. The diverse global community among my colleagues and students exemplified a level of attentive listening and leadership that invited me to approach teaching differently. I discovered how to present academic curriculum in a manner that flexibly adapted to students' comprehension while employing teaching methods that challenged their critical thinking. This dialogic approach, positioning me as a co-learner alongside students, not only enhanced their understanding but also enriched my own learning journey.

At the heart of my teaching philosophy lies a deep acknowledgment of students' diverse lived experiences and their unique motivations for enrolling in a degree program. As an instructional designer, I continuously seek innovative approaches to deliver dynamic and engaging course content. Recognizing the demands of adult, working students, I prioritize creating learning modules that are mobile, concise, and of high quality. Leveraging technologies like TEDx talks, YouTube videos, podcasts, and stream-of-consciousness responses, alongside more scholarly formats such as discussion forums and APA 7th cited papers, empowers students to seamlessly integrate learning into their everyday practical lives.

The rhythms, rituals and routines of my live classes (Zoom or in-person) are designed to integrate student well-being with strategies to foster collaborative dialogue. Every live class begins with a presencing exercise that asks students, “what do you need to leave behind to be fully present in today’s class”? This often activates authenticity and trust within the shared space of learners. I lead students through the Four Breath Presencing Practice, a four-step expansive breathing that shifts awareness from the individual self to the world at large. A 15-minute TEDx video follows allowing students to settle into the learning environment. I allow 25-minutes of every 90- to 160-minute class to invite students to relax and arrive into a safe space within the classroom.

I rarely resort to traditional lecturing during live classes. Instead, I encourage students to actively engage by sharing their insights from assigned readings, videos, podcasts, and other course materials available on our eLearning platform. Recognizing that life's challenges may sometimes impede preparedness, I foster a classroom environment rooted in empathy and understanding, nurturing a commitment to both personal and collective growth.

To stimulate collaborative dialogue, I use WorldCafe methodologies, providing a platform for students to exchange ideas freely. This approach acknowledges that students possess inherent leadership qualities and allows space for those who may not feel fully prepared to contribute, enabling them to reference course material as needed. In rare instances where the entire class may not be adequately prepared, I adapt by selecting a key reading of the week and crafting WorldCafe-style questions to guide discussion, prompting students to highlight pertinent aspects of the text as we progress through the session. Within this framework, my role is to seamlessly integrate lecture material into the dialogic flow of the WorldCafe approach, ensuring that learning remains dynamic and participatory.

Next, my core values as an educator.