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Evidence of Teaching Excellence

 

Please find below a statement of my teaching philosophy and an explanation of the courses I have taught.  Also included are sample syllabuses, student's assignments, and summary of evaluations. 

01

Teaching Philosophy

 

I believe the most important role as a learner and teacher is to give people the place, time and space to be seen, heard, and valued. As an educator, I am like a doula, moving barriers, bearing witness and offering guidance to birth an idea, thought, and/or deepening an understanding that my students matter in this world.    

 

I strive to have students feel like there is a place in my classroom for them.  I want students to know that I will walk alongside them in their struggles. No doubt, I fall short, at times.  When I do, I am educated by my students and reflect on what I am doing, on my curriculum, and teaching style. I am constantly evolving and modifying.  My desire is with critical self-reflection, I can become a stronger, caring, and hopeful teacher and learner.

 

I also believe in the role of critical hope.  This addresses unjust systems through meaningful and reflective dialogue, often times decentering and disruption happens, this is where critical hope can manifest and ultimately foster change and transformation. In this reflective dialogue, I try to meet students where they are and then work alongside them. I want students to see what I see in them-immense potential and possibilities.   

 

Often times, when I am invited to join students in their journey, they see their life as one narrative with one outcome. I believe as teachers, we can help reframe those narratives by expanding their ideas of themselves, their community and the world around us. Thus, resulting in multiple outcomes.. 

02

Courses Taught

 

  • Portland State University, Portland, OR.  The School of Social Work: Child, Youth, and Family Studies, CYFS 497/498: Practicum I and II - Junior/Senior Course, 2020 - Presently (Online).

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The Child, Youth, and Family Studies (CYFS) practicum conducted in approved professional settings with consideration for students’ professional goals. The practicum seminar enables all students taking practicum to meet on a regular basis to discuss issues, share experiences, bring up concerns, resolve problems, and celebrate successes. It also provides a forum for answering your questions regarding topics critical to your success in your practicum and in your chosen profession.

 

  • Portland State University, Portland, OR.  The School of Social Work: Child, Youth, and Family Studies, CYFS 385U: Working with Diverse Families - Junior/Senior Course, 2016 - Presently (Online).

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This course will address factors that can influence the effectiveness of working with a variety of family forms. We will be addressing some “isms” and theoretical perspectives that impact families. This course will prepare students to serve, support and/or advocate on behalf of children and families. 

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  • Portland State University, Portland, OR. The School of Social Work: Child, Youth, and Family Studies, CFS494/393U: Community Resources and Family Support - Junior/Senior Course, 2011 - 2020 (In person/online).

 

An examination of community resources in context of community building, family support empowerment, cultural competence and cultural democracy.  The course will address factors that influence the effectiveness of community programs that serve children and families.  Students will develop an awareness of mission, professional roles and services of particular community agencies and programs that serve, support and/or advocate on behalf of children and families.

 

  • Portland State University, Portland, OR.  University Studies, UNST228: Families and Society - Sophomore Inquiry Course, 2013 - 2019 (In person/online).

 

The purpose of this course is to explore family issues from diverse perspectives. Current social, cultural, and political forces will be emphasized in creating a knowledge foundation for the study of human development from varied academic disciplines, including history, sociology, psychology, education and social work.   University Studies (UNST) goals focus on increasing skills in critical thinking and communication.  This course will provide opportunities to increase these skills and will explore the diversity of human experience in the context of the family and community and promote social responsibility through addressing contemporary issues and facilitating resilience in families and communities.

03

Sample Syllabus
 

 

 

04

Example of Student's Assignments

 

 

05

Summary of Evaluations
FRINQ/SINQ, Winter 2014, UNST 228, Comments taken from student's evaluations:

 

“I feel like what's helping me most is how concerned the professor is with student discussion. Instead of talking at us, she introduces a topic and opens up the door to allow students to talk.”

 

“I think what has helped me learn more in this class is the involvement of the class. This is a highly involved and interactive course which is engaging and interesting. I also think that the controversial subjects do pertain to every student in the class which is also very interesting and creates great discussions and debates.”

 

“The group work after the lecture helps each student learn different things from one another. Also, during this group work Professor Martin comes around the classroom to help the groups.”

 

Junior/Senior Family Cluster, Spring 2014, CFS 393U, Comments taken from student's evaluations:

 

“I just really liked how my professor truly cared about what she was teaching us, it makes it more fun and easier to learn when the professor actually cares.”

 

“I  really enjoyed the team projects that we engaged in and the fact that Staci challenged us to think outside the box.”

 

“Very passionate about the material and taught in a manner that made theories and principles understandable.”

 

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