My teaching promotes transformative learning. It reflects an interdisciplinary approach to social theory, comparative policy evaluation, and planning for diverse communities. In the classroom, I reveal the links between theory, policy and practice and illustrate examples through real world experience. I stress critical thinking and empathic understanding. To cultivate collaborative and critical analysis skills, I assign spontaneous writing prompts― students have five minutes to relate concepts covered in the course through words, images, gestures or feelings, the latter being atypical but effective pedagogy. Access and diversity drive my process and method of instruction. I taught learners without disabilities as well as those with multiple disabilities.
Whether in a physical or virtual classroom, I use the principles of Universal Design for Learning (UDL) to promote equity and inclusion. By offering students multiple means to represent, express and engage with their coursework, my classes are more interactive and effective for everyone. As a result, my previous graduate and undergraduate students now exercise UDL principles at their new positions at the California Health Improvement Incentive Program, the World Health Organization and even the Office of the US Secretary of State.
Community Development, Disability Policy in Planning (co-taught with Michael Dear)
Disability and Professional Development (co-taught with Paul Hippolitus)
Informing and Evaluating Policy
Introduction to Disability Policy
Social Welfare in Diverse Communities