Teaching Portfolio

“Good teachers possess a capacity for connectedness. They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves”

— Parker J. Palmer

INTRODUCTION

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.

CORE VALUES

Core Value #1: Wholeness
In my teaching, I strive to create an environment that encourages students to integrate all aspects of their lives—academic, personal, and emotional—into a cohesive whole. I foster an atmosphere where students can be authentic, aligning their learning with their values and beliefs. This commitment to balance and self-acceptance guides my approach, helping students cultivate a sense of wholeness in their academic journey.

Core Value #2: Service
I believe education is a tool for empowerment, and my teaching reflects a deep commitment to service. I am dedicated to fostering a learning space where each student’s unique worth is acknowledged. By promoting social justice and respect for human dignity, I aim to inspire students to use their knowledge for the greater good, encouraging them to contribute meaningfully to society.

Core Value #3: Purpose
Purpose drives everything I do as an educator. My goal is to help students uncover their own motivations and aspirations, guiding them toward a future where their actions are aligned with their values. I approach each lesson with the intention of making it meaningful and impactful, ensuring that students can see the relevance of what they’re learning in both their personal growth and professional goals.

Core Value #4: Integrity
Integrity is foundational in my teaching practice. I emphasize the importance of honesty, reliability, and ethical behavior, both in myself and my students. I model trustworthiness and consistency, fostering a classroom environment where students feel secure to engage and express themselves openly. My teaching encourages students to act with integrity in their academic work and in their interactions with others.

Core Value #5: Accountability
I encourage students to take ownership of their learning and actions. By teaching accountability, I help them develop the discipline and strategic thinking necessary for success, both academically and personally. I emphasize the importance of responsibility and follow-through, ensuring that students understand the impact of their choices and are empowered to achieve their goals with focus and determination.

COURSES AND WORKSHOPS TAUGHT

Professor of Record:

Golden Gate University: 24 classes

OLHS-111: Engagement, Thriving & Well-Being in Organizations
OLHS-112: Building & Sustaining Team Cohesiveness
OLHS-113: Managing Conflict & Crucial Conversations
OLHS-114: Leading Effectively through People, Teams & Organizations
OLHS-118: Leadership & Transformation through Relationships & Communities.
MGT-141: Organizational Leadership

University of Arkansas, Fort Smith: 1 class

Foundations of Organizational Leadership

Graduate Teaching Assistant:

Gonzaga University:

ORGL-537: Foresight & Strategy
ORGL-522: Leadership, Community, Empowerment, Collaboration, and Dialogue
COML-525: Advanced Pedagogy

Workshops Taught:

1. Resume & Cover Letter Workshop.