My teaching is grounded in the belief that social work students should learn to connect evidence with the systems, communities, and institutions in which social problems are produced and addressed. I aim to create learning environments where students can critically examine policy and practice, engage respectfully with different forms of knowledge and experience, and develop the methodological skills to evaluate evidence and act on it responsibly. My academic and professional experiences across different national and disciplinary contexts inform a transnational and interdisciplinary approach to teaching.

Creating inclusive and supportive learning environments

I approach teaching as a relational practice grounded in cultural humility, accessibility, and care. I begin by establishing shared expectations and creating multiple avenues for participation, including reflective writing, small-group activities, class discussions, and anonymous feedback. These approaches allow students to engage with course material in different ways while supporting an environment where they can ask questions, take intellectual risks, and learn from one another. I also use student feedback throughout the semester to improve clarity, pacing, and accessibility.

Teaching students to think critically about systems, power, and evidence

A central goal of my teaching is to help students understand how policies, institutions, and forms of knowledge shape lived realities. In social policy courses, I encourage students to examine the structural forces behind social problems and to evaluate how policy choices distribute resources, opportunities, and risks. In research methods courses, I ask students to think critically about how measurement, sampling, data, and analytic decisions shape the conclusions we draw about populations and social problems. I also incorporate emerging computational and AI-assisted approaches into these conversations, encouraging students to consider questions of validity, bias, transparency, and appropriate use.

Active, experiential, and community-engaged learning

Students learn most deeply when they can connect classroom concepts to real-world problems. I use case-based instruction, policy simulations, community narratives, applied data exercises, and collaborative activities to bridge theory and practice. Drawing on my research and professional experiences in migration, health, policy, and community-based work, I help students examine how research and policy operate within lived and institutional contexts. I also integrate critical digital literacy into the classroom, including opportunities to examine algorithmic systems, digital health tools, and emerging technologies through ethical and equity-oriented perspectives.