Teaching & Courses Taught

Teaching Philosophy

My teaching philosophy is centered in the community of practice, where knowledge is integrated in the doing, social relations, and expertise of a specific community.  Having a background in psychology, the community of practices mirrors Vygotsky’s human-cultural & biosocial development theory where the development is related to practical activities contextualized in a social environment.  Therefore, theory, practice and knowing my students are of vital importance in my teaching.  Moreover, although many people visualize research and teaching as two sides of the same coin, I have realized that an enhanced model consists on a well synchronize gear model of three components: research, teaching, and mentoring; essential for a complete educational experience because they are interdependent.

I have found through my own experience that mentoring is important for students, especially for underrepresented groups, international students, and students from economically disadvantaged backgrounds. This is our student population in our Hispanic Serving Institution located in the San Joaquín Valley. Thus, the mentoring process cannot be limited to advising what courses they should take to graduate as soon as possible; it has to be presented during research and teaching and more important during every interaction in or out of the classroom. In fact, I have assisted students (from other majors) years after they have taken class with me.  Students with psychological needs that value those sincere interactions outside of the classroom.  In fact, just as recent as January 2, 2020 I talked to an International Alumni that needed direction for graduate studies. My commitment with students goes beyond a transaction.

First, I make myself available in all courses (i.e., low-level to graduate level) to assist students. I provide availability in person (i.e., office hours, classroom, and even a meeting on campus to talk about research ideas) and remotely (i.e., e-mail and blackboard). In fact, quality time is the most valuable gesture that a human being can offer to another one and it is highly appreciated by our students. Quality of time gives the opportunity to get to know students and establish the necessary rapport that will lead to a personalized mentoring. 

Second, I lead by example. Nowadays, students know that teaching, research and publications go hand-to-hand and students look for mentors actively engaged in research and publications. Student can benefit more from professors that are actively engaged in research and publication as well as available at short-notice. In fact, active research and publication by faculty greatly serves our student population.

Third, I foster community when I am mentoring students. In the past, I encouraged a small group to act as a community while doing research. They worked on individual projects while exchanging ideas and experiences. Eventually, they presented at conferences.  In fact, this small group attracted the attention of other students around campus providing me the opportunity to develop an applied course on urban issues.  This intense hands-on course gives students the space to work on their individual projects under an environment of comradery, which translates research into an enjoyable task. Many have presented their final work (i.e. poster or paper) at conferences.

Fourth, I encourage students to do research and to join the broader professional and academic community through conference and networking. Encouraging participation at conferences has been taken as a real novelty and as a very valuable educational experience by students. As an anecdotal experience, during my time in another institution, I noticed that students involved in research were more likely to finish their degree. In addition, extracurricular research and mentoring are excellent tools for recruiting, retention, and graduation, which are very important for any university’s environment. 

As mentor, my time is dedicated to answer question, clarify doubts, bounce ideas to help students to select a research topic, clarify technical questions, and support them at conferences not just by attending to their presentations but leading by example and presenting as well in the same conference or at other conferences and sharing those experience.  

In doing so, I keep continuous assessment of my courses (formal evaluation and informal conversations) to ensure an effective learning experience and mutual understanding between professor and students. I design my lectures to develop geographic literacy, consciousness of the world, and interpretative and critical thinking. I approach teaching with enthusiasm and commitment to provide students with a comprehensive, profound, and life-enhancing education.  I am passionate and dynamic in serving as a portal to global awareness and instilling understanding and accepting diversity that is at the core of geography.