My teaching applies elements of inclusive design and design thinking to promote active learning and encourage self-directed learners. My key objective is to promote greater achievement for first generation and non-traditional students, which make up a significant proportion of SFSU’s student population. I employ a scaffolded approach along with a flipped classroom model to support student learning. For example, in my Geographies of Health and Health Care class students start each class module by working collaboratively in small groups in which they discuss ideas and brainstorm using post-it notes. After brainstorming they use prototyping supplies to work through a specific problem such as how to design a better doctor’s waiting room. Following this initial exercise, students listen to a podcast lecture, analyze relevant readings, write down reflections, and come back to class prepared to have deeper conversations. In my Geographic Perspectives on Gender and Geography class, I use the arts to help students learn and apply foundational course concepts, while also developing research and writing skills. In one assignment students research and explore popular artwork that exemplifies the intersection of geographic concepts, politics, and gender or sexuality. Students present examples they find in an annotated handout, which they share and discuss with someone outside of class. This approach helps to reinforce course concepts and enables students to reflect on their learning, which they address in a reflective essay.
My multimedia prototyping cart
Geography 107: World Regions and Interrelations
Geography 423b: Geographic Perspectives on Gender
Geography 434: Geography of Health and Health Care
Geography 455: The Geography of Ethnic Communities
Geography 601/701: Field Methods in Human Geography
Geography 820: Graduate Seminar in Human and Social Geography
Below is a list of pedagogical programs and resources that have been useful in helping to advance my approach to pedagogy.