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  • Teaching Philosophy

    My identities as a feminist, social justice advocate, and critical scholar encourage me to disrupt structures that promote oppression in order to foster an environment that promotes the success of all students including those from historically underrepresented and marginalized backgrounds. This underlying belief is central to all aspects of my personal and professional identity. Like Stewart[1] I believe in the need to move past simply discussing diversity and inclusion to prioritizing equity and justice.

    To enact these beliefs and create an environment that promotes success for all students, I stay attuned to the ways power manifests in the classroom and in my relationships with students. I see my role as one that assists in the creation of a learning environment where everyone has the freedom to engage in dialogue, be vulnerable, and learn from each other. I seek to empower students to not only feel safe in the classroom, but also brave and emboldened to challenge and question material, themselves, and others. I should note that I view comfort and safety as two different experiences—and I believe being uncomfortable is a necessary learning tool especially when exploring difficult topics such as issues of inequity. I utilize the feminist, critical pedagogical tool or privilege individual voice as knowledge. Too often, classrooms and educational programs implicitly center the perspectives of the most privileged, by prioritizing academic texts over experiences and motions. By privileging voice, everyone, including those often erased from formal academic settings, has something to offer and the ability to influence the learning of others. Further, when selecting course readings and materials, I intentionally incorporate diverse voices and perspectives. I do this in part to validate the diverse experiences of students in the courses and in part to ensure I am not simply replicating hegemonic perspectives in materials considered canon. I believe creating a space where a students’ existence is validated is essential to promoting their academic success particularly for students from underrepresented backgrounds.

    [1] Stewart, D-L. (2017). Language of Appeasement. Inside Higher Ed. Retrieved from

  • Teaching Artifacts

    Courses Taught at DU HED

    • HED 4216 Research Processes 
    • HED 4217 Student Affairs Administration 
    • HED 4220 Organization and Governance of Higher Education 
    • HED 4246 Issues of Access and Opportunity 
    • HED 4261 College Student Development Theory 
    • HED 4281 Inclusive Excellence Programming and Development 
    • HED 4281 Program Evaluation and Development 
    • HED 4284 Inclusive Excellence in Organizations 
    • HED 4287 Critical Race Theory and Education 
    • HED 4291 Sexual Violence on U.S. College Campuses 
    • RMS 4900 Educational Research and Measurement
    • RMS 4940 Structural Foundations of Research in the Social Sciences 

    Sample Syllabi

    HED4294 W19 SV on Campus Hurtado.pdf

    HED 4281 IE Programs SP19 Hurtado.pdf 

    CRT Mix and Match Assignment Menu

This portfolio last updated: 26-Aug-2021 10:39 AM