Scholar Artist Teacher

Courses Taught as Instructor of Record   

Oral Communication 1

An introduction to communication theory and interpersonal skills. 

The Theatrical Vision

This core course gives students an overall experience and understanding of the art and   craft of Theatre and the process of making it happen. 

 Acting 1

An introductory study of acting, training the body and the voice to prepare for the creation and development of characterization. 

Theatre Production Lab

Students are presented with the opportunity to acquire a wide range of practical   experience in the actual production of a play performance. 

Public Speaking

Fundamental principles of speaking in public situations and the preparation and delivery of informative and persuasive presentations. 

Voice and Diction

Investigation of speech patterns and dialects as they relate to ethnicity, regionalism, and  immigration in the U.S. 

Teaching Philosophy

          When I was teaching Voice and Diction at City Tech (CUNY), I worked from the department’s syllabus. As the instructor, I wanted to maintain the standards set forth by the department which I did by teaching the International Phonetic Alphabet. But in the first two weeks I discovered that I needed to hear the students speak more. I decided to augment the syllabus with a few extra short speeches to coach students on pronunciation in front of the class. I knew this would benefit the students in real life situations. Many of the students in New York City are English as a second language speakers and my goal was to work with them not to lessen the sound of their accents, which are a part of their cultural identity, but to elevate their ability to formulate sounds to shape their English a little bit better for others to understand. At the end of the semester, an older student who took the class to help him at his job came up to me and said that the course changed his life and that his interactions at work had improved immensely. It’s this kind of outcome that motivates me to be a good communication and theatre professor. 

          Communication is essential to navigating life, work, and family.  My pedagogical approach blends theory and practice in a synthesis that provides communication students tools to tuck away in their toolbox that are useful in all kinds of environments. Students should come to my class with an open-mind and ready to take a journey to unknown places and people. They will be challenged to tackle difficult subjects with professionalism and mutual respect of fellow students and alternative views. Skills such as listening and empathizing are emphasized in my classroom and will prove valuable to them as they grow in their careers. 

          I see my relationship with students as one of mentor. I hope to guide students to a place where they feel confident in who they are and feel inspired and empowered to speak their minds. Everyone has voice and must be heard. I create a positive classroom atmosphere where students are encouraged to engage with the material, each other, and me. Students should feel comfortable enough to take risks and try things that lead them to increased learning potentials.  

            The main assessment tool I prefer is live presentations that allow for student and teacher feedback and interaction. Presentations are valuable because they are useful in a variety of environments like business meetings, conferences, and even a toast at a wedding. My objective with presentations is to connect coursework to real life situations. In the classroom, I maintain five main steps for positive feedback and constructive criticism. First, I open the floor to students to give positive feedback and to offer ideas for improvement to the presenter. Second, I give the presenting student an opportunity to discuss how they feel they did. Third, I give my constructive feedback and suggestions. Fourth, I might get up and work with the student in front of the class on a particular segment of their presentation to demonstrate how they can improve their work and to inspire students in the class to think about how they can elevate upcoming presentations. Finally, classmates are required to deliver feedback to the presenter in writing using an outline that I hand out during class. Many students fear speaking in public but with coaching and mentoring it is possible to build their confidence and give them the tools that will work for them when they are next asked to give a presentation at work or school. 

          Some courses do not easily lend themselves to delivering presentations, in those cases I prefer written work like papers or journals. For entry level students, I discovered journals are helpful in that they allow for free writing and also create a habit of writing daily which is something we all have to do whether it be formulating an email to coworkers or typing up a press release. For advanced students, papers are preferred to prepare them for work life or graduate school. Advanced undergraduates should know how to write a well-crafted research paper and become skilled at one or more writing styles like APA or MLA. Research and writing prepare students to think critically and organize thoughts on paper and it prepares them for graduate studies. 

            At the core of everything we do as teachers is our collaboration with students. It is our duty to guide them through an inspiring time in their lives and allow their curiosity to lead them to new discoveries. My passion for communication studies and theatre is always on display for students to witness. This passion hopefully inspires them to investigate the power of communication. My hope is to see students excel in their lives and become engaged citizens who are equipped with practical communication tools to use throughout their lives and careers.