In my teaching philosophy, my unwavering commitment is to provide students with an educational experience that goes beyond the mere acquisition of knowledge. I firmly believe that education should be a transformative journey, one that empowers students to cultivate their intellectual curiosity, engage in critical thinking, and develop into well-rounded individuals. My approach to teaching is designed to ignite a lifelong love for learning, encouraging students not only to comprehend the material but also to apply it in practical and meaningful ways. True education, in my view, encompasses more than the transfer of facts and theories; it should inspire students to explore diverse perspectives, tackle complex questions, and equip them to become the next generation of leaders capable of effecting positive change in the world.

To achieve this goal, I place a strong emphasis on bridging the gap between theory and practical application. I firmly believe that the knowledge acquired in the classroom should seamlessly translate into real-world relevance for students’ future careers. As an illustration, in my most recently developed graduate course on “Psychosocial Processes of Radicalization,” I take a proactive approach in connecting theoretical concepts to practical scenarios. I provide students with the unique opportunity to apply the theories they learn by engaging in the development of a de-radicalization program that focuses on a high-risk target group of their choosing. This project-based approach goes beyond traditional instruction and is widely regarded as a best practice in pedagogy. It not only enables students to immediately grasp how the concepts they are learning can be applied but also empowers them to create a tangible product that holds the potential for practical use in their future careers. This hands-on experience enriches their educational journey and equips them with valuable skills and insights that are directly transferable to their future job roles.

At the core of my teaching philosophy lies a dedication to cultivating intellectual curiosity and fostering critical thinking in my students. I firmly believe that the purpose of education extends beyond the mere transfer of facts and figures. It is about empowering students to explore diverse perspectives, question the status quo, and engage in rigorous inquiry. To illustrate this commitment, I actively incorporate innovative tools and platforms, such as Packback, into my teaching methodology. Packback serves as an example of how technology can enhance the learning experience by creating a virtual environment where students are prompted to ask critical questions and engage in thought-provoking discussions and debates. This encourages them to explore a wide array of viewpoints, challenge preconceived notions, and delve into in-depth inquiries, thereby fostering the critical thinking skills that are essential for their educational journey.

My teaching is intrinsically linked to my passion for research, and this connection is at the core of my approach to education. I firmly believe that research and teaching are inseparable, and I consistently strive to provide my students with the most up-to-date and cutting-edge developments in the areas that inform my classes. I recognize the ever-evolving nature of knowledge and make it a point to continuously update my teaching materials with the latest findings, trends, and insights garnered from my own research and experiences. In an effort to keep my students engaged and informed, I actively bring highlights from conferences and academic gatherings to the classroom. Each time I attend such an event, I return with fresh perspectives, exciting discoveries, and emerging theories. Sharing these insights with my students not only keeps the material relevant and contemporary but also offers them a glimpse into the world of academic inquiry.

Moreover, I place immense importance on nurturing the complete development of students. I recognize that education extends beyond the confines of the classroom and textbooks. My aim is to create a learning environment that not only fosters academic excellence but also supports personal growth, character development, and the cultivation of ethical values. In this spirit, I initiated an Academic Service-Learning program, where students actively engage in helping individuals who have been wrongfully convicted with their reintegration efforts. This program has now been funded by the University’s AS-L grant twice in a row. It empowers students to connect with those who have overcome considerable adversity and, while providing service to this highly underprivileged and neglected community, also learn valuable life lessons from their resilience. Through these interactions, students gain not only empathy but also a firsthand appreciation of the power of resilience in the face of injustice. Furthermore, this initiative is inspiring students to become agents of change and instilling in them a deep sense of social responsibility. It enables students to flourish not only academically but also on a personal and spiritual level. I encourage my students to leverage their knowledge and skills to address the challenges facing our world, embodying the university’s commitment to social justice and service. The transformative power of service-learning and community engagement not only enhances academic learning but also inspires students to become responsible global citizens.

In addition to my dedication to creating a dynamic and enriching classroom experience, I am equally committed to extending the boundaries of learning beyond the classroom walls. To achieve this, I continually strive to bring a diverse range of events to campus that serve to enhance our students’ academic experiences. These events go beyond traditional lectures and provide our students with opportunities to engage with cutting-edge topics and esteemed experts in the field. For example, I have organized and hosted themed panels that address current and critical issues, featuring top experts in areas such as cyber sexual abuse and wrongful convictions. One notable event, “Breaking the Silence: A Forum on Cyber Sexual Abuse,” brought together legal and mental health experts alongside the voices of survivors, providing our students with a multidimensional perspective on this important societal issue. These events serve as a testament to my commitment to broadening the horizons of our students and fostering a deeper understanding of the world beyond the classroom. 

In my firm commitment to delivering an exceptional educational experience, I understand the importance of continuous self-improvement as an educator. To that end, I actively engage in professional development by regularly attending workshops and events hosted by the Center for Teaching and Learning (CTL). These workshops provide valuable insights, innovative teaching techniques, and a deeper understanding of pedagogical best practices. Furthermore, I place a significant emphasis on idea exchange with my peers, recognizing the transformative power of collaborative learning. I actively seek opportunities to participate in various teaching-related events on campus, fostering a community of educators who inspire one another and collectively contribute to our students’ growth and development. This dedication to self-improvement not only benefits me as an educator but also directly enriches the educational experience I provide to my students. 

In conclusion, my teaching philosophy is rooted in a dedication to nurturing a passion for truth, fostering holistic student development, and nurturing a strong commitment to social justice. In doing so, I aim to contribute to the education of well-rounded, socially conscious individuals who are not just knowledgeable but are also empowered to make a significant and lasting impact in the world. This approach mirrors the values and aspirations of St. John’s University, preparing students to excel both academically and in their roles as responsible, socially engaged citizens.