Evidence-based instruction, applied learning, and inclusive mentorship to prepare future educators and researchers.
My teaching combines evidence-based instruction with a strong commitment to equity, preparing students to succeed in diverse educational contexts. I aim to help students connect research to practice by developing both their technical expertise and their ability to apply knowledge in authentic instructional settings.
My instruction follows a systematic Teach–Model–Coach–Review approach, in which I support students’ acquisition, application, and generalization of skills. Through guided practice, modeling, and applied activities, I help students develop confidence in both instructional practice and research methodology.
Taught graduate-level sessions on research synthesis, guided students in coding empirical studies, and supported applied learning through R tutorials and structured feedback.
Modeled and coached evidence-based reading interventions, supporting master’s students in designing and adapting literacy instruction for students with diverse learning needs.
Supported undergraduate students in developing foundational statistical knowledge and applying quantitative reasoning in educational research contexts.
My mentoring focuses on students’ long-term professional development. I provide scaffolded opportunities for undergraduate and graduate students to build research skills, engage in collaborative inquiry, and develop independent scholarship. Over time, I shift responsibility from guided practice to independent work, supporting students as they develop confidence and a clear identity as educators and researchers.
I strive to create an inclusive and supportive learning environment where students feel comfortable engaging with challenging ideas and taking intellectual risks. I integrate culturally responsive materials and encourage students to evaluate research for both methodological rigor and inclusivity, supporting learners from diverse backgrounds.