Teaching Philosophy

I believe learning is experimental and reflective, and I make space for every student to engage and participate in a meaningful way. My classroom pedagogy is rooted in hands-on learning. In my instruction, I build on students’ previous experiences to link their existing knowledge to new concepts and ideas. I balance instruction time with activity, discussion, and reflection.

Teaching Experience

I began teaching in libraries when I was a graduate student at University of Wisconsin-Madison. While at Madison, I provided research help at multiple reference desks*, I designed online library instruction, taught drop-in workshops, and co-taught course-integrated information literacy instruction. In spring 2015, I served as teaching assistant for iSchool. As a teaching assistant, I taught over 100 undergraduate students for course credit information literacy topics such as evaluating information sources, identifying bias, and finding data. I also deeply interacted with the course management system to identify trends in learning and interaction.

In summer 2015, I accepted a residency position as Resident Librarian for Online Learning at the University of Chicago. Over the next two years, I continued to provide distance reference and instruction support for the library. I also taught course-integrated workshops on library resources, citation management software, finding data, developing a professional identity, and copyright, as well as train-the-trainer sessions on the university’s learning management system, pedagogy, library instruction, and digital teaching tools.

Currently, I am exploring new pedagogy and assessment opportunities in my role as Instruction & Learning Assessment Librarian at Sonoma State University.

*University of Wisconsin-Madison has over 40 campus libraries. I had the opportunity to work at 3 of the 40, providing specialized reference help in art & art history, biological sciences, humanities, and social sciences.