Throughout my education, I have experienced a variety of teaching and learning styles that have shaped my approach as an educator. I view teaching as a process that extends beyond the classroom, equipping students with critical thinking skills and analytical tools to navigate complex challenges. My role as an instructor is to foster this process by creating an environment that promotes intellectual curiosity, challenges assumptions, and supports students in developing their own perspectives.

At the core of my philosophy is the belief that every student brings unique experiences, strengths, and ways of thinking. Recognizing this diversity, I use a variety of teaching methods to ensure course content remains accessible and meaningful. By integrating real-world examples, student-led discussions, and problem-solving exercises, I help students build a strong conceptual foundation and the confidence to apply what they learn beyond the classroom. More than delivering information, I see teaching as a mentoring opportunity to guide students in their intellectual and professional growth, encouraging independent thought.

I translate this philosophy into practice through active learning, student participation, and adaptability. Each class is unique, often including students from both agricultural and business backgrounds, so I tailor my approach each semester to ensure relevance for all learners. One of my primary methods is case-based learning, which encourages students to analyze complex scenarios and develop evidence-based recommendations. While co-teaching Business Administration (BUAD) 453: Global Strategic Management at the University of Tennessee, I used Harvard Case Studies to guide students through data interpretation and decision-making. At Arizona State University, in Food and Agribusiness Policy Issues (AGB 414), as the Instructor of Record, I adapted this approach by having students lead presentations on topics such as SNAP, conservation programs, and H-2A labor. These peer-led discussions invite the entire class to question, debate, and connect key ideas, deepening understanding through collaboration.

To support inclusive participation, I use the 3-2-1 reflection strategy, in which students identify three takeaways, link two ideas to course concepts, and pose one discussion question. This method provides a structured way for all students, including those who are less comfortable speaking in class, to contribute meaningfully. It also serves as a formative assessment tool, allowing me to gauge comprehension and adjust lessons in real time.

Interactive in-class activities further enhance engagement by connecting abstract concepts to tangible experiences. The Smart Snack Challenge, where students evaluate snacks against nutritional guidelines, sparks lively discussions about food marketing and labeling. Similarly, the Daybreak simulation game, where teams work to reduce carbon emissions, encourages systems-based thinking about sustainability. We also host a game show, where students test their knowledge on food labeling. These activities make learning dynamic, memorable, and applicable to real-world decision-making.

I continuously refine my teaching through feedback and reflection. Mid-semester surveys provide insights into what is working and where adjustments are needed, helping me remain responsive to students’ needs. Through these methods, I strive to create a learning environment that is engaging, inclusive, and relevant. My goal is to prepare students not only to master course material but also to think critically and act thoughtfully in their professional and civic lives.