Teaching

Teaching Philosophy

Centering courses on students and their respective backgrounds

01

When guiding courses and planning lesson plans, I center my courses on the students. I begin by understanding my students’ experiences and goals. I invite students to express their ideas on the current learning goals and topics then give them opportunities to express interest on proposed class topics in the beginning of the class.

Fueling curiosity through inquiry-driven learning

02

This is especially urgent in a time where education is being reimagined. With the rise of artificial intelligence, I believe it presents a vital opportunity to reconsider what we believe education is for. Education has never been solely about producing the correct answer, but about developing the judgement to decide which questions matter.

Providing feedback that supports students’ academic goals and sense of belonging

03

Finally, my commitment to student-centered, equity-minded teaching is grounded in the belief that all students deserve to see themselves as legitimate members of the academic community and as the driver of their learning. Feedback is where this belief becomes practice. I provide feedback that challenges students intellectually while validating their perspectives and recognizing the cultural knowledge they bring to their work, whether in classroom or research settings.

Teaching and Mentoring Experience

  • 2026- Present

    EDUC 209A: Policy, Organization, and Leadership Studies Seminar

    Facilitate training in policy, organization, and leadership and assist students in their respective field projects focusing on topics such as early childhood and education

  • 2026-Present

    Mentor graduate students under a fellowship program on navigating graduate student life and research.

  • 2026

    Assisted high school, undergraduate, and master students in psychology, symbolic systems, and writing courses.

    Taught academic workshops for learning R statistics for high school and undergraduate students.

  • 2023-2026

    Mentored newly admitted graduate students on transition to graduate school as well as navigating graduate student life at Stanford.

  • Fall 2025 and Winter 2026

    EDUC 200B: Qualitative Methods

    Evaluation: 4.27/5, 4.43/5

    Facilitated training in qualitative research collection and analysis, guiding undergraduate and graduate students in applying evidence-based approaches to research through ethnographies and interviews.

  • 2025

    Supervised undergraduate research on narrative engagement and self-concept, guiding survey design and overall project development.

  • 2023-2025

    Mentored a total of six undergraduate students on research project skills including use of neuroscience techniques, research design, and data analysis.

  • 2026-Present

    Design and facilitate engaging, research-informed educational experiences for PK–12 students and school groups.

  • 2019-2020

    Assisted undergraduate students in writing essays by suggesting writing techniques.

    Conducted workshops for undergraduate students surrounding linguistic justice via community listening and collaborative public writing.