• Equity

  • While I am impassioned about the transformative potential of assessment, I believe that assessment is useful only insofar as institutional, departmental, programmatic, and classroom cultural practices enact approaches that value diversity, inclusion, and equity. Subsequently, I bring equity-oriented approaches and pedagogies that position students, professors, and staff members as experts with rich, valuable, and unique perspectives. To productively (re)design educational interventions at the curricular, co-curricular, and extra-curricular level, we must put students, professors, and staff at the center of our approaches while simultaneously building upon the affordances and constraints of current cultural practices. Whether I receive micro-level requests to develop rubrics for assessing individual student learning or macro-level requests to develop a logic model to assess the efficacy of a curricular program, I approach assessment by (a) honoring the expertise and limited bandwidth of students, professors, and staff members, and (b) identifying opportunities to build upon strengths of present cultural practices while mediating opportunities for growth. Given this context, equity is a ubiquitous thread I strive to perpetually embed in my ideologies and my actions.

  • Learning Sciences

  • My training draws on qualitative and quantitative modes of inquiry, assessment, evaluation, education policy, and learning sciences. While all these approaches are useful, the learning sciences framework is most germane to the assessment work I do at the Office of Teaching and Learning. More specifically, I ground myself in sociocultural theories of learning and cultural historical activity approaches, where phenomena of interest can be analyzed as co-constructed interactions between people and their cultural milieux. Arguably, the most robust forms of assessment create opportunities for everybody––not just students, but faculty and staff members as well––to engage in rich learning from one another and their environments. Assessment carries great potential for us to learn how data can address whether we are meeting our goals, how to interpret data, and how to use newfound knowledge from assessment to kindle positive change. Through the assessment process, we can learn from and with each other, no matter what roles and spaces we occupy at DU. 

  • Praxis

  • One entry point for continually strengthening our own teaching and learning is to engage critically in praxis, a reflective and iterative relationship between theory, research, and practice. In my work at the Office of Teaching and Learning, I strive to use theoretical frameworks and scholarship to inform my assessment practices, and vice versa. One of my goals is to collect diverse forms of data (field notes, audio/video records, interviews, focus groups, archival documents, institutional data, inter alia), apply rigorous analyses drawing from a variety of academic disciplines, and document findings about the assessment processes in which DU engages. I invite anybody who is interested in teaching, learning, and assessment to collaborate and co-author manuscripts together. By contributing to scholarship in this way, I believe we can enhance our own educational practices at DU and better support how our students learn, thrive, and grow.      

This portfolio last updated: 07-May-2019 5:30 PM