Teaching
For me, teaching is a gift. It is a privilege to engage students from diverse backgrounds, create spaces where we can celebrate our differences, learn from one another, and lean into difficult but essential conversations with grace, inclusivity, and honesty. Teaching sustains me because it is a joy to witness my students’ growth—to see them learn, reflect, question core assumptions about themselves and the world, and explore who they are and who they aspire to become.
My approach to teaching and mentoring is long-term. While I value the transmission of course content and academic skills, I care most about the overall well-being of my students and the young adults they are becoming. I see each student as on a unique life journey—navigating hopes, dreams, and life goals, while learning to distinguish their own desires from others’ expectations. Ultimately, my aim as an educator is to help students grow into their most authentic selves—emotionally, intellectually, experientially, and professionally.
Pedagogically, I continually explore new tools to enrich the classroom experience. These include mindfulness, experiential learning (e.g., Spires and Datta, 2020), restorative justice practices, and simulations. Following a year-long sabbatical in Southeast Asia from 2016 to 2017, and building on ideas developed with UR’s Mindfulness Faculty Learning Community, I now incorporate mindfulness practices in my teaching. For me, mindfulness means intentionally paying attention with kindness. It is a tool—often starting with the breath—to calm the body and mind, observe thoughts, and cultivate clarity and insight. If Socrates suggested that “the unexamined life is not worth living,” mindfulness can serve as a practical means of self-discovery, helping students understand themselves cognitively and experientially. I typically introduce brief mindfulness exercises at the start of each semester and practice for a few minutes at the beginning of class—a practice that has proven especially valuable in the post-COVID era, when mental health remains a pressing concern.
Experiential learning is another central pillar of my teaching. I invite guest speakers, organize field trips, and often require students to volunteer 15–20 hours with local nonprofits. Experiential learning is a key feature of my year-long course on human rights and modern slavery and has informed international experiences, such as taking students to Southeast Asia to engage with anti-human trafficking organizations.
I have also begun incorporating Circle Process, a First Nations tool designed to facilitate inclusive and respectful dialogue around challenging topics. When current events arise, I might pause class to invite students into a circle, introduce a talking piece, and give everyone an opportunity to share their thoughts and feelings. This process ensures that all voices are heard, fostering reflection and empathy—qualities that are increasingly important as global and domestic issues, from the pandemic to movements like Black Lives Matter, continue to shape our world.
Finally, I enjoy using simulations to bring theoretical concepts to life. I frequently use scenarios from the Council on Foreign Relations’ Model Diplomacy website, including the North Korea Nuclear Threat Simulation, and I am exploring climate-focused simulations such as C-ROADS from Climate Interactive, where students role-play representatives from countries around the world addressing the complexities of climate change.
If you are interested in discussing mindfulness, experiential learning, restorative justice practices, or simulations in the classroom, I would love to connect. I am continually learning as an educator and remain inspired by the insights, courage, and creativity of my students.