Scholar, educator, and speaker focused on interactions amongst rurality, social class, queerness, and higher education
Courses Taught or Contributed To
The University of Mississippi
EDFD 609/709
Cultural Context of Education
Assistant Professor
Fall 2024 (Online, 609 only)
Spring 2023, 2024 (In-Person)
EDHE 658
Organization and Governance of Higher Education
Assistant Professor
Fall 2024
EDRS 704
Foundations of Qualitative Research Methods
Assistant Professor
Summer 2023, 2024
EDRS 733
Program Evaluation
Assistant Professor
Spring 2023, 2024
EDHE 670/770
Special Topics in Higher Education
Assistant Professor
Fall 2023 (Higher Education Access and Success)
Fall 2022 (Rurality and Social Class in Higher Education)
Colorado State University Student Affairs in Higher Education Graduate Program
EDRM666:
Program Evaluation
Instructor
Smr. 2019, Fall 2019, Smr. 2020, Smr. 2021
EDRM667:
Student Affairs Assessment and Evaluation
Instructor and
Co-Instructor
Fall 2020, Fall 2021
EDHE661:
Inclusive University
Guest Lecturer Presenting “Social Class Identity
in Higher Education”
February 2021
Teachers College, Columbia University Higher and Postsecondary Education Graduate Program
ORLH4011:
Curriculum and Instruction in Higher Education
Course Assistant
Fall 2017
ORLH5199:
Philanthropy and Education
Course Data Analysis Assistant
Spring 2017
ORLH 4041:
Student Personnel Administration
Course Assistant
Spring 2017
Teachers College, Columbia University International and Comparative Education Program
ITSF4101:
Quantitative Analysis in Comparative and International Education
Support Team Member (Tutor)
Fall 2017
My Teaching Philosophy
Through my teaching, I seek to foster a social, engaged community of learners, who see the humanity in one another and the world. Further, I care about my students and seek to get to know them in order to personalize the learning experience for them. It is my hope that doing so creates a safe, equitable learning environment for all and dismantles inequities in broader society.
Teaching as a Social, Engaged Community of Learners
I believe that a learning environment should be social, one in which a teacher and students engage with one another. As a teacher, I generally ask students questions, encourage discussion, and react to that discussion (Bransford et al., 1999; Shulman, 2004). This allows me to engage in teaching as not a stereotypical act during which I stand at the front of a classroom and continuously relay information to students but instead a continuous set of actions in which I collaborate with students to empower them to engage with and connect to material (Rose, 1989). Additionally, I encourage students to view each other’s knowledge as important to the learning process (Green, 2014), interacting as a “community of learners” that can learn class material together and help one another succeed in class (Ladson-Billings, 1995b). In order to do this, I generally ask students to collaborate on projects, give class presentations to their peers, and ask questions of or relate to one another’s statements.
Teaching as Deeply Human
I see teaching as deeply human, an act that empowers a teacher and students to connect with one another and the greater world based upon compassion, empathy, and understanding. This compassion, empathy, and understanding can be explained by Nussbaum (1997), who discusses “narrative imagination” – “habits of empathy…a certain type of citizenship…one that cultivates a sympathetic responsiveness to one another’s needs” (p. 90). I hope to follow suit with teacher-scholars before me, who describe how they adapt their teaching to encourage students to connect with humans’ stories, experiences, and emotions (Palmer, 1997). I therefore see my teaching as more than just students acquiring facts and figures and theories; instead, I hope to empower students to gain knowledge of people and ideas outside of their usual realm of understanding (Nussbaum, 1997). In doing so, it is my goal that both students and I continuously strive to become compassionate individuals who care for others in the world.
Teaching as a Personalized Experience
I also believe it is important for me to meet students where they are at, connecting their personal experiences and knowledge, as well as their environmental contexts and cultural identities, to class material (Dewey, 1964; Hammond, 2014; Ladson-Billings, 1995b, 2006; Shulman, 1989). In order to create such connections between students and subject matter material, I show that I care about students (hooks, 1994) and get to know them, both inside and outside the classroom – their interests, passions, backgrounds, cultures, communities. I then tailor class sessions, lessons, discussions, and outside-classroom interactions to merge with those personal aspects of students. Doing so has allowed me to witness the personal excitement and passion students can have for the academic subject matter and how those subjects can be applied in their lives and work.
Teaching as a Way to Dismantle Inequities
I believe it is important for me when teaching to understand and dismantle social inequities in higher education, as well as larger society (Ladson-Billings, 1995b, 2006). We, as higher education scholars, know that U.S. postsecondary education environments have historically and unjustly been exclusive to many, often minoritizing, marginalizing, and oppressing people because of their identities and backgrounds. Such exclusion fosters inequities, as students, faculty, and staff from specific groups, including but not limited to People of Color, the poor and working class, queer-identifying individuals, and womxn, encounter systemic barriers that impede their access to and success within postsecondary education (Abes et al., 2019; Ardoin & Martinez, 2019; Ladson-Billings, 1995a; Neumann, 2009). While I believe it is my responsibility as a teacher to read and absorb information about such social inequities in higher education and greater society, I find it even more important for me to understand how those issues are playing out in the postsecondary environments and communities in which students in class and I are situated. Doing so allows me to relate course material to the issues students are feeling and encountering on a more personal level in the hopes that we can work together to address those issues (Ladson-Billings, 1995b, 2006). Further, I also strive to ensure that my classroom practices foster equity. Thus, I oftentimes utilize the classroom as a place to combat preconceived stereotypes and prejudices. I also create a learning environment in which students and I together engage in thoughtful dialogue about the inequities within higher education and how we can use our scholarship and practice to dismantle such inequities.
Ty's Course Evaluation Comments
Ty excels in the way he communicates and offers feedback in an honest and timely manner. He also brings passion
and enthusiasm with him that actually makes learning about research intriguing. Ty definitely created one of the most inclusive environments where my peers and I could be vulnerable in engaging in dialogue with one another.
Ty made it clear that he expects us to try our best. His infectious energy definitely boosted the morale of the class and made me want to do better because of Ty's passion for assessment, evaluation, and research.
Ty is a wonderful instructor. He leads with care and built a great community because of his openness and honesty.
Ty also is very student-centered and allowed the students to have a voice in choosing our own topics and methods.
I felt really supported by the professors. I think that the reason I was able to complete my assignments and be successful in this class was because of the great communication and support from the professors.
I am a hugger and after the first class I said to a peer "I just want to hug him" and towards the end I said "I want to
be Ty's friend." The environment and culture Ty created for the class made me excited to have a virtual class
whenever we did. I genuinely wanted to be there!