My Why for CI

Why am I interested in a teaching at CI?

Student-focused

CI’s commitment to placing students at the center of the educational experience is a driving motivation for my application. As my teaching philosophy illustrates, I teach because I want my students to know that there is someone who understands their challenges, who cares about their journey and who believes in them.  Therefore, teaching at a student-centered university is a non-negotiable for me.  Even the research I conduct seeks inform and improve educational practice, which has direct implications on the student experience.

Innovation & excellence

Eight years ago, I came to work at CSU Channels because it was clear during my  interview process that my personal commitment to producing high-quality, excellent work would be cultivated at CI.  President Rush made it clear that, “we did not come here to be good, we came to be excellent.”  These are not words that are just espoused but they are values I have seen in action; I have been enabled to research and create best-practice programs.  I am specifically interested in infusing my innovative nature into my teaching in CI’s School of Education, with a particular emphasis on leveraging technology to enhance the students’ learning experience.  Click here to learn more about my use of open format courses, an innovative practice in teaching with technology.

Teaching across the pipeline

There are numerous educational leadership graduate-level programs across the United States that focus on either the P-12 or higher education leadership.  While my expertise may be focused in higher education, my doctoral program and passion for education is holistic; it is important to me to teach in a program that embraces the importance of educating leaders employed throughout the educational continuum.  I firmly believe it is not possible for P-12 or higher education leaders to be successful without a basic understanding of both sides of the continuum.

Alignment with the pillars of the mission

I believe each of the pillars of the CI mission should be a part of the learning experience for any student who wishes to pursue a career in education.  We must train our future educators to understand the multicultural perspectives that their students, colleagues, teachers, families and community members bring.  We must be able to examine problems in education using integrative approaches, drawing upon knowledge from multiple disciplines.  We must remain rooted in the fact that schools, colleges and universities exist to serve the needs of our communities/society and carry this out through formal instruction and voluntary civic engagement.  Finally, we cannot seek to reform, revise or repair our educational system without an awareness of what is happening internationally; to understand where we stand, how to improve and how to extend support to countries that are less-fortunate.

What would I bring that other candidates might not?

  • Use of technology to leverage engaging and meaningful learning experiences while building students’ digital literacy and identity.
  • Experience in leadership roles within higher education which can be used to inform classroom discussions.
  • Expertise in higher education with a broad understanding of the entire educational pipeline.
  • Ability to collaborate across departments and division to facilitate a integrative and seamless learning experience for students.
  • Personal experience as a first generation college student.
  • Commitment to social justice and creating equity in the educational system.
  • Knowledge and experience using high impact teaching practices.
  • Willingness to take risks in order to be innovative.
  • A commitment to lifelong learning and continuous improvement.
  • A genuine ethic of care for my colleagues, students and the role education plays in individual lives and society.
  • Expertise and knowledge of assessment in higher education.
  • Intimate knowledge and experience with revising the M.A. in Educational Leadership Curriculum at CSU Channel Islands.

What classes could I teach?

I feel well prepared to teach any course that I am asked to; I would carefully consider the intended outcomes of the course, draw upon my existing knowledge, research best-practices and use my resources throughout the educational enterprise to facilitate an optimal learning experience for students.

Specifically, I feel well prepared and would enjoy to teaching:

  • Higher education Concentration Courses
    • EDPL 626, 627, 628, 629
  • CODEL Courses
  • EDUC 605 Education in a Diverse Society
  • EDPL 620 Leadership of the Collaborative Inclusive Educational Institution
  • EDPL 623 Understanding and Influencing Organizations in Diverse Communities
  • EDPL 625 Building Collaborative, Inclusive Learning Communities
  • EDPL 631 and 632 Field work
  • EDUC 615 Principles of Educational Research
  • EDUC 617 – Action Research
  • EDUC 616 or 619 Project or Thesis for Masters students in general
  • LS 490 Liberal studies capstone
  • Liberal Studies courses – created new course proposals for Gender an Leadership, Applied Leadership and Global Leadership
  • EDUC 610 – Research on Teaching
  • EDCI 605 – Assessment in the Classroom
  • EDUC 512 Equity, Diversity and Foundations of Schooling
  • Other courses that could be built to facilitate interdisciplinary and further enhance future educator’s experiences like “Group Communication in an Educational Setting”