In course evaluations, while consistently evaluating my knowledge of the subject matter as thorough and truly exceptional, students have also described my teaching as highly enthusiastic. Students’ written comments have explicitly connected my energetic teaching style to an engaging classroom environment. In addition to an enthusiastic presentation (including the incorporation of audio, visual and other media), I engage students by pushing them past memorization to application by grounding new course information in familiar frames.

During the Spring 2014 quarter, my department nominated me for a Dean’s Prize Teaching Fellowship. As I continue to grow as an educator, I am also eager to explore new and different techniques and approaches to teaching that would best serve the student population.

Undergraduate Courses Taught

  • Spanish Linguistics
    • Structure of Spanish: Morphology and Syntax (New Mexico State University)
    • Spanish Sociolinguistics (New Mexico State University)*
    • Introduction to Hispanic Linguistics (University of California, Santa Barbara)
    • Spanish Sociolinguistics: Language Attitudes (University of California, Santa Barbara, Team)
  • Spanish
    • Spanish Composition (New Mexico State University)
    • Spanish Grammar (New Mexico State University)*
    • Intermediate Spanish (University of California, Santa Barbara)
    • Beginning Spanish (University of California, Santa Barbara)
    • Beginning Spanish Hybrid – integrating online and face-to-face learning (University of California, Santa Barbara)

Graduate Courses Taught

  • Face-to-Face
    • Advanced Structure of Spanish (New Mexico State University)
  • Online
    • Spanish Sociolinguistics (New Mexico State University)*

Courses in Development

  • Research Methodology in Hispanic Linguistics
  • Afro-Latino/a History and Identity
  • Race, Color and Social Attitudes in Latin America (Brazil, Dominican Republic, Mexico)
  • Legal Construction of Race and Citizenship: Comparative Perspectives

Academic Outreach

In addition to teaching university-level courses, I have participated as a teaching fellow in the academic outreach program School Kids Investigating Language in Life and Society (SKILLS). In this program, directed by Mary Bucholtz (UCSB Linguistics) and Jin Sook Lee (UCSB Education), graduate students collaborate with teachers at public high schools to teach a linguistics curriculum and mentor students through the process of original research.

Throughout the semester-long course, the teaching team prepares students to position themselves as experts on topics such as youth language, linguistic heritage, and community ethnography. Based on the topics discussed in the course, students in the classroom that I co-instructed created a multimedia public awareness campaign (“Respect My Language / Respeta Mi Idioma”) that addressed issues such as language discrimination, the benefits of bilingualism, and respect for name and identity.

The process of collaborating in research with high school students and local educators was incredibly rewarding, and my teaching agenda includes plans to develop similar academic outreach programs that connect the university to the community and help prepare students for academic success.