My Philosophy 

Society is persistently evolving. At the same time, there are a multitude of social issues that remain unchanged or are only slowly changing. I often wonder what will be important for the future. How do I prepare students to understand important social issues that have an impact on their lives today and further down the road? In general, my approach to teaching is transformative. I create an environment that encourages students to become change agents, taking charge of improving their lives by improving societal structures that work for everyone.

This method of teaching requires students to change the way they see the world. The objective is for students to view issues from a historical to contemporary and multi-institutional perspective so they may be able to pinpoint common themes. By doing this, students are more able to uncover the realities of social injustice. Through a non-passive learning environment, student involvement is an important component of the educational process. My role is to deliver information and help students become critical participants in this process. The goal for students is to develop into agents of change.

A key element of the learning process for me is reciprocity. When the sharing of information moves beyond one-way dissemination and involves the voices of students, true learning and empowerment takes place. Whether this happens through class discussions, group discussions, or writing assignments, students are able to share their critical reflections on how they would tend to pertinent issues. Additionally, by staying engaged with those who are making social change has proved to be worthwhile, as I find bringing some of these individuals to class as guest-speakers enhances the dialogue. These various approaches to learning, through shared experiences and perspectives, develop the groundwork for students to become and do more. The ultimate goal is for students to walk away knowing that their investment in themselves and their education has the power to transform society.

Courses Taught

California State University, East Bay

  • Race & Ethnic Relations
  • Global Society
  • Sport, Culture, and Power
  • Critical Inquiry in Kinesiology
  • Social Justice in Kinesiology
  • Sport, Racism & Ethnicity
  • Sociology of Sport
  • Sport in the Local Community
  • Critical Issues of the Body
  • Introduction to Kinesiology

California State University, Chico

  • Global Society
  • Sociology of Gender
  • Classical Sociological Theory

Georgia State University

  • Race & Ethnic Relations
  • Wealth, Power, and Inequality
  • Sociology of Sport
  • Introduction to Social Problems
  • Introduction to Sociology

Texas A&M University

  • Racial and Ethnic Relations
  • Diversity in Sport Organizations 
  • Sociology of Sport
  • Sport Psychology
  • Health and Fitness Education