top of page


I have taught a number of undergraduate and graduate courses in early childhood, special education, and applied behavior analysis. I believe adult learners should be supported as independent thinkers who engage in inquiry-based practices (e.g., problem solving, project-based learning) that extend beyond the classroom environment. To achieve this, I encourage undergraduate and graduate students to create questions of their own, gather evidence, problem solve, reflect, and to consider viewpoints that differ from their own. I also believe that collaboration with others is critical as students consider the viewpoints of others. The classroom environment is a space to facilitate development of skills for a community of learners. Formative and summative assessments are key aspects of my teaching to assess knowledge and skills. My teaching approach is centered around three objectives: 


  • to encourage the development of a critical lens as students engage instruction 

  • to support students’ ability to consider a variety of perspectives, experiences, differences, and abilities

  • to facilitate collaboration across peers as students gain competencies


I facilitate access and participation in my courses by applying Universal Design for Learning (UDL) principles to the college classroom:  


  • Multiple means of representation (i.e., course notes online, allow for tape recorded lectures, guided notes, instructional technology)

  • Multiple means of expression (i.e., delivering a speech, creating a video, writing a story, assistive technology)

  • Multiple means of engagement (i.e., group discussions, access to assistive and instructional technology) 


Please see my Curriculum Vitae for a comprehensive list of courses I have taught. 

bottom of page