Office Kupa'a 205
By appointment and or one hour prior to class.
A guiding principle I follow: "My aim is to agitate and disturb people. I am not selling bread, I am selling yeast."
Miguel de Unamuno, writer 1864-1936
My Teaching Philosophy
As a teacher of language and literature, it is a privilege to present, introduce, share, and then guide students to read and then write about our collective worlds. I enjoy the opportunity to introduce students to numerous works of prose that get to the heart of the human experience, and also show the limitless nature of personal creativity. Therefore, I endeavor to make each course and its materials, relevant and appealing, and I try to use innovative methods of teaching that reveal student and modeled works in the most significant way.
Though close attention to texts and prose are my guiding rule, there are some more practical concepts that guide my conduct inside and outside the classroom. I believe that is it my personal responsibility to be prepared, to be punctual, to return graded work to students quickly, and to make myself available to students outside the classroom through my office hours, appointments, and e-mail. It is also my responsibility to be engaged in the material I teach and to be as knowledgeable about the texts and contexts as possible. In turn, as a college professor, I expect the same from my college students as they progress through a course. At the core of my relationship with students is mutual honesty and respect. I am fortunate that I continue to love my job and that I cherish the diverse students who take my classes. I am particularly interested in how they view and express themselves about their world. I value all ideas that are presented in class, but I also stress that true analysis and critique must always be based on sound criteria, not just a personal opinion. Finally, though my goal is to do anything within my expertise to facilitate learning, I believe that college students are ultimately responsible for their own education. And the collaborative journey we take, at the initiation of the student, is one where I am more the guide and editor, and not the parent, expert, and or sage.
In the final analysis, I approach teaching the same way I approach life: I am always engaged, prepared, and passionate; I love what I do, and I am prepared at any moment to roll with the unexpected-a condition that is normal in any given language class where people endeavor to express themselves.