Pedagogical Word Cloud
SUMMARY OF TEACHING EXPERIENCE
I have over four years of teaching experience in the natural and social sciences at varying capacities through my time at Florida International University and Ohio State University, including: adjunct faculty, student instructor, teaching assistant, and graduate assistant, for classes ranging in size from 15 to 88 students. As an adjunct at Florida International University (FIU), I was charged with developing curricula for, and teaching, two undergraduate courses, Global Environment and Society and Environmental Science and Sustainability. At Ohio State, I've had an active role in developing the structure and content for the course, Community, Environment, and Society, and I also managed five undergraduate Student Instructional Assistants who provide additional assistance for this course. I have also been a teaching assistant and guest lecturer for several lower and upper-division courses at both institutions. At FIU, I was the teaching assistant for Agroecology and Sustainable Agriculture, and also served as the lead instructor for the field-based components of these courses and as the mentor for over twenty five undergraduate student poster projects and symposia presentations.
I have also advanced my pedagogical skills through professional development courses. I have completed several trainings and workshops, through the Ohio State University Institute for Teaching and Learning, including Inclusive Teaching and the Course Design Institute, which is only offered to faculty and advanced doctoral students. I have also participated in workshops at the Center for the Advancement of Teaching at Florida International University, including a Team-Based Learning training offered through the Office for Global Learning. These professional development workshops have served as a platform for me to get feedback on my own instructional materials and have helped me strengthen and build out my pedagogical strategies.
I appreciate that many of my courses attract students from a wide range of disciplines and degree stages. These courses have fulfilled core requirement for Environmental Studies majors and minors, in addition to, fulfilling the university Global Learning Foundation requirement or Physical Science requirement. Working with students from across the university and disciplines helped me understand the importance of clarity and being flexible. Though I maintain a structured curriculum, I am open to altering how I present course content and assess student knowledge to best suit the learning needs of my students.
TEACHING PHILOSOPHY
The role of teachers in academic communities extends far beyond the dissemination of knowledge. As educators, we must encourage students to become critical thinkers who are actively engaged with the theoretical, empirical, and applied research we expose them to. Challenging students to excel academically and broadening their understanding of the world is critical, however, it is fundamental to first acknowledge the diversity of backgrounds and identities that enter through our doors. It is with this awareness that I approach teaching as a means to create inclusivity. My ability to tactfully connect with students from various walks of life enables me to promote intellectual growth and engaging discourse for all, not just those "cut out" for the academy. Through my teaching, I seek to foster connections with students on an individual level where I provide mentorship and guidance that extends outside of the classroom.
In pursuit of pedagogical excellence, I strive to execute four core goals through my courses and teaching:
As a teacher, I challenge students, intellectually and philosophically, while utilizing a range of instructional and assessment techniques.I introduce complex concepts in my curriculum, but moderate the rigor using comprehensive strategies for assessing learning beyond essays and exams. Some of these include low-stakes assignments, such as: reflection essays, policy memos, immediate-feedback assessments, team-based quizzes, student-led current events, podcast creation, and online discussion posts. I encourage deeper learning by challenging students to be reflexive through their assignments. In addition to traditional lectures, I require students to engage in peer-led discussions of weekly readings. These student-led discussions not only hold students accountable for completing the readings, but also require them to critically assess how the readings relate to, build upon, and extend our knowledge.
I put great effort into developing course content that can help guide students to becoming engaged citizens. In my classes I challenge students to actively engage in problem-solving through service learning and community-based projects. Some examples of this include having students volunteer at a local organization of their choosing, or partnering with an entity and having students produce work that is of value to the organization. In the past, students have worked with urban community gardens, nature preserves, and local community centers. In the future I look to take this work further through scholar-activist partnerships with environmental justice and social justice organizations. I am cognizant of the strain service learning may cause non-traditional and working students, and am always been willing to adapt projects to meet the needs of these students.
In sum, I invest great effort to make my teaching inclusive, creative, active, and engaging. I teach students to comprehend theory and disciplinary scholarship, but I also want them to extend their knowledge and incorporate my lessons into their own interests. Through my courses, students can move beyond the classroom and see how environmental sociology scholarship and theory applies to their lives, communities, and broader society.
In pursuit of pedagogical excellence, I strive to execute four core goals through my courses and teaching:
- Inspire curiosity about the physical environment, social structures, and challenges we (as a collective) are facing today;
- Cultivate critical thinkers who actively engage with theoretical, empirical, and applied research their courses expose them to;
- Equip students with diverse and global perspectives that allow them to transcend singular viewpoints; and
- Develop practical skills students can draw upon as scientists, professionals, and/or advocates of social justice and environmental stewardship.
As a teacher, I challenge students, intellectually and philosophically, while utilizing a range of instructional and assessment techniques.I introduce complex concepts in my curriculum, but moderate the rigor using comprehensive strategies for assessing learning beyond essays and exams. Some of these include low-stakes assignments, such as: reflection essays, policy memos, immediate-feedback assessments, team-based quizzes, student-led current events, podcast creation, and online discussion posts. I encourage deeper learning by challenging students to be reflexive through their assignments. In addition to traditional lectures, I require students to engage in peer-led discussions of weekly readings. These student-led discussions not only hold students accountable for completing the readings, but also require them to critically assess how the readings relate to, build upon, and extend our knowledge.
I put great effort into developing course content that can help guide students to becoming engaged citizens. In my classes I challenge students to actively engage in problem-solving through service learning and community-based projects. Some examples of this include having students volunteer at a local organization of their choosing, or partnering with an entity and having students produce work that is of value to the organization. In the past, students have worked with urban community gardens, nature preserves, and local community centers. In the future I look to take this work further through scholar-activist partnerships with environmental justice and social justice organizations. I am cognizant of the strain service learning may cause non-traditional and working students, and am always been willing to adapt projects to meet the needs of these students.
In sum, I invest great effort to make my teaching inclusive, creative, active, and engaging. I teach students to comprehend theory and disciplinary scholarship, but I also want them to extend their knowledge and incorporate my lessons into their own interests. Through my courses, students can move beyond the classroom and see how environmental sociology scholarship and theory applies to their lives, communities, and broader society.
Student Feedback:
“She’s a great professor and I love the way she teaches. Great overall work.”
“Professor Velez was engaging, professional, strict, informative, and very clear. I greatly enjoyed her class.”
“One of the most helpful professors that I’ve had here at my time at FIU. Very professional in every aspect
and extremely attentive to her students. Unlike many professors, I actually enjoyed speaking to her and made
me get interested in the topics in class.”
“She is a very good professor and I learned a lot and she inspired me to be a better person. Sometimes I even
thought of changing my major because of her classes. I really enjoy her classes and she helped me a lot and
she did understand when I had difficulties, like when I didn’t understand something because English is not my
mother language.”
“Excellent professor. She is enthusiastic and knowledgeable about the environment. Clear and organized
expectations for the course.”
“She’s a great professor and I love the way she teaches. Great overall work.”
“Professor Velez was engaging, professional, strict, informative, and very clear. I greatly enjoyed her class.”
“One of the most helpful professors that I’ve had here at my time at FIU. Very professional in every aspect
and extremely attentive to her students. Unlike many professors, I actually enjoyed speaking to her and made
me get interested in the topics in class.”
“She is a very good professor and I learned a lot and she inspired me to be a better person. Sometimes I even
thought of changing my major because of her classes. I really enjoy her classes and she helped me a lot and
she did understand when I had difficulties, like when I didn’t understand something because English is not my
mother language.”
“Excellent professor. She is enthusiastic and knowledgeable about the environment. Clear and organized
expectations for the course.”
Teaching Evaluations | |
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