Teaching Philosophy

My teaching philosophy is grounded in the Theory of Experiential Learning championed by David Kolb. This theory posits that learning occurs through a cyclical process; in essence, learners acquire knowledge by engaging in hands-on experiences, reflecting on those experiences, conceptualizing new ideas, and applying them in real-world contexts. In my examination of Kolb and testing its application to political science education over the years, I have discerned four fundamental pillars that support the discipline's unique characteristics and objectives: (1) interaction, (2) exploration, (3) reflection, and (4) empathetic empiricism. These pillars were carefully selected to align with the dynamic nature of political science. Together, they provide a robust framework for cultivating informed and engaged citizens who are equipped to navigate the complexities of the political landscape with integrity, empathy, and critical insight.

Interaction lies at the heart of experiential learning in my classroom, serving as a catalyst for engagement and collaboration among students. Through interactive activities such as group discussions, debates, and role-playing exercises, students actively participate in the learning process, exchanging ideas, challenging assumptions, and constructing meaning collectively. By fostering a culture of dialogue and exchange, I aim to create an inclusive and intellectually stimulating classroom environment where diverse perspectives are valued and respected.

Exploration entails encouraging students to venture beyond the confines of traditional disciplinary boundaries, empowering them to explore complex issues from multiple angles and perspectives. Through inquiry-based learning approaches, students embark on intellectual journeys characterized by curiosity, creativity, and discovery. Whether through research projects, case studies, simulations, or fieldwork, my students are encouraged to critically analyze political phenomena, question established narratives, and seek innovative solutions to contemporary challenges. Importantly, having fun and learning from mistakes are also considered a part of exploration for students.  

Reflection serves as a crucial bridge between experience and understanding, enabling students to make sense of their learning and derive meaningful insights from their experiences. By incorporating structured reflection activities such as journaling, debriefing, peer feedback sessions, and guided discussions, I encourage students to pause, introspect, and evaluate their learning process. Through reflection, students can develop metacognitive awareness, deepen their understanding of course material, and identify areas for growth and improvement.

Finally, empathetic empiricism involves cultivating a deep sense of empathy and ethical responsibility in the pursuit of knowledge and understanding. By integrating true-to-life issues, case studies, and experiential learning opportunities into the curriculum, I challenge students to adopt a critical yet compassionate approach to inquiry. I have found this to be a crucial component to stress to students at the outset of the semester and reinforce throughout. If there is no commitment to empathy, students will fail to see the world through the eyes of others who are impacted by political processes and policies. If there is no commitment to empiricism, we lose the fundamental foundation of truth. This is incredibly important to me as an educator. Through service-learning projects, community engagement initiatives, applied ethics projects, and simulations, students develop a holistic understanding of political processes and institutions, grounded in empathy, ethics, and social justice. In 2019, I published a paper on the subject of political empathy as it relates to citizen attitudes and negative partisanship. Empathy in the classroom includes not only showing respect and kindness toward others but being able to step outside and examine perspectives other than our own. Studies have shown that this kind of dialogue enhances rather than impairs understanding, and so it is my intention to encourage and facilitate my students' understanding of the world and those who live in it. 

In embracing Kolb's Theory of Experiential Learning and identifying pillars that can support my discipline, I strive to cultivate lifelong learners who are equipped with the knowledge, skills, and values necessary to navigate complex political landscapes with empathy, integrity, and resilience.

Awards, Grants, and Fellowships

  • Summer Faculty Fellowship, 2025

  • Applied Learning Grant, 2025

  • Undergraduate Research Program, 2025

  • Claude Rich Excellence in Teaching Award, 2024

  • Experiential and Active Learning Award, 2024

  • Women of the Well House Grant, 2024

  • Audubon in Action Grant, 2024 (2)

  • Trustees Teaching Award, 2024

  • Applied Learning Grant, 2024

  • Undergraduate Research Program (2), 2024

  • FACET Innovate Award: Collaborative Activity, 2024

  • Duke Energy Foundation Grant, 2024

  • Resident Faculty Amicus Award, 2023-2024

  • FACET Innovate Award: Collaborative Activity, 2023

  • Applied Learning Grant, 2023

  • Women of the Well House Grant, 2023

  • Audubon in Action Grant, 2023

  • NIPSCO Environmental Action Grant, 2023

  • Resident Faculty Amicus Award, 2022-2023

  • Experiential and Active Learning Award, 2022

  • NIPSCO Environmental Action Grant, 2022

  • Women of the Well House Grant, 2022

  • Applied Learning Grant, 2022

  • Undergraduate Research Program, 2021

  • Women of the Well House Grant, 2021