The primary focus of my teaching is to partner with learners as
we cultivate our sense and concept of humanity by developing our
abilities through exercising them in the world, and by enacting
change in the world through our collective agency. I prioritize
creating interdisciplinary learning environments that address
students' psychological needs related to learning by providing
choices within learning structures, fostering students'
relatedness to course content and to each other, and structuring
skill applications that enhance students' competencies in
specific areas such as analytical thinking, collaborative
problem-solving, research design and development,
service-learning, and civic engagement.
EDCI 61500 — Introduction to Qualitative Research
Methods in Education
Graduate
EDCI 61600 — Qualitative Data Collection and
Analysis in Educational Research
Graduate
Teaching Grants and Awards
Purdue University Exceptional Early Career Teaching Award
2022
Purdue University Teaching Academy Fellow
2021
Exceptional Teaching and Instructional Support During
COVID-19 (Mentoring) - Levels 1 & 2
2021
Teaching for Tomorrow Fellow
$2,500
2018-2019
Purdue University Office of Engagement
Service-Learning Fellowship
$4,000 USD
2018 - 2019
Purdue University Study Abroad and International
Learning (SAIL) and Intercultural Pedagogy Grant
$9,000 USD
2017 - 2018
Purdue University Exploratory Study Abroad and
International Learning (SAIL) Grant
$4,000 USD
2016 - 2017
Purdue University Service-Learning Faculty Grant
Program – Junior Fellow
$2,000 USD
2016 - 2017
HONR 19901 - Knowledge
There are three primary goals for this course. First, this course is
designed to further develop students' analytical thinking skills
through crafting and analyzing knowledge claims and questions. Second,
it is designed to enhance students' collaborative work and exploration
of their embodied learning through student-developed mini projects.
Third, it is designed to enhance students' ability to link various
areas of knowledge by comparing their respective frameworks.
HONR 19902 - Selfie
There are two primary goals for this course. First, this course is
designed to further develop students' analytical thinking skills
through our engagement in qualitative inquiry and the narrative
process of emplotment. Second, it is designed to enhance students'
conceptions of co-determination through composing connoted life
portraits vis-a-vis their empirical study of shared life and academic
experiences.
HONR 19902 - Sound
There are two primary goals for this course. First, this course is
designed to further develop students' critical and analytical thinking
skills through exploring sound as a phenomenon and an idea. Second, it
is designed to enhance students' ability to manage and work on an
interdisciplinary projects as a team, which includes the ability to:
1) develop a plan, 2) communicate verbally and in writing, 3) manage
conflict, 4) accomplish goals, and 5) evaluate results.
EDCI 285 - Multiculturalism in Education
Foundations course for all University pre-service teachers to explore
various facets of multiculturalism and their implications for teaching
and learning. This course has been approved for the Purdue University
outcomes-based core curriculum within the human cultures category and
the behavior/social science area specifically.
HONR 29901 Mentors - Knowledge
There are three primary goals for this course. First, this course is
designed to enhance peer mentors' influence and leadership in
developing first-year students' analytical thinking skills. Second, it
is designed to enhance peer mentors' influence and leadership in
fostering first-year students' collaborative work through
student-developed mini projects. Third, it is designed to enhance peer
mentors' ability to lead first-year students through synthesizing
various areas of knowledge by comparing their respective frameworks.
HONR 29900 - Introduction to Research Planning
In this online course students take an idea and blow it up. They “blow
it up” to better understand it's elements, and it's connections to
various ways of creating knowledge. Then students take the resultant
pieces and use them to construct a research plan that's inclusive of
at least two forms of inquiry. The primary learning objective is that
students are able to create a research proposal from some idea,
observation, or problem that interests them, so that they can
implement the plan as they launch their undergraduate academic
journey.
HONR 39900 - Jazz
The goals of this course are to introduce students to conceptual
thinking about jazz and to foster their ability to 1) articulate jazz
conceptually, 2) create connections between jazz and a democratic
community, and 3) Create art that is jazz-centered.
HONR 29901 - Urban Youth Activism
Urban Youth Activism is a course-based research experience in which
students explore and respond to challenges urban youth face within
local communities. We focus first on identifying social conceptions
that work to pathologize urban youth in varying ways, and then we
explore the ways in which civic praxis can enhance urban youth
development. We evaluate structural elements that influence urban
youths' ability to analyze and respond to challenges impeding their
social, economic, and academic advancement, and create connections
between urban youth and community-based organizations that can
supplement youths' capacity to struggle for social justice.
HONR 29901 - Jazz in NOLA
This spring break study-away course functions to immerse students in
New Orleans jazz culture. The primary goal of the course is to foster
students' investigation of the varying contexts from which jazz
emerged as a musical genre and way of life.
EDCI 589 - College Teaching
An introduction to the instructional, pedagogical, and curricular
knowledge domains of teaching.
HONR 39901 - Thesis Writing
This 8-week workshop takes students through the process of writing up
their research. The course focuses on developing a full draft of the
thesis. How do you take raw research and turn it into polished prose?
What methods and habits will help you complete a longer research
document in a timely fashion? How do you express the value of your
research to other researchers and scholars? What formats are best
suited to what types of projects? What elements are common to all
scholarly projects? What should you prepare for a public presentation
of your findings? In answering these questions, students will work
with their peers and collaborate to articulate and revise their
project ideas.
HONR 39900 - Well-Being
The goal in this course is to investigate indicators of community
well-being related to quality of life with urban poor communities. The
underlying premise is that urban poor communities across the globe
have negligible influence in determining the criteria for measuring a
city's livability. We'll imagine that material realities of poverty
manifest in issues of failing infrastructure and poor living
conditions that compromise healthy living, and that social realities
manifest in decreased educational attainment and outcomes. All of
which suggests that urban poor communities may produce collectively a
set of metrics, of indicators, that create a different picture of what
it looks like to live within urban environments. We'll plan to work
with urban poor communities within the Greater Lafayette area to
create and capture these indicators, the result of which will be a set
of inclusive indicators for influencing policy and producing enhanced
local future outcomes and community well-being.
EDCI 616 - Qualitative Data Collection and Analysis in Educational
Research
The purpose of this course is to provide students with advanced
knowledge and skills in qualitative research, particularly within
education.
EDCI 615 - Introduction to Qualitative Research Methods in Education
In this course we navigate varying elements of the qualitative
research process. This course introduces students to: 1) common
traditions of inquiry and major paradigms within qualitative research,
2) methods of inquiry, 3) basic design of qualitative studies, 3) data
analysis (including the role of validity and reliability) and 4)
ethical concerns within qualitative inquiry.
EDCI 590 - Exploring Education Research
The purpose of this course is to introduce College of Education
students to educational research methods and practice. We examine
research paradigms - qualitative vis-à-vis quantitative - and research
methods. While this course is an introduction to educational research
methods and practice, the primary aim is to facilitate College of
Education students' direct engagement with a research project and
associated scholarly practices.
