Inclusive Teaching

As a first-generation student from an underrepresented background, I know first-hand the challenges students from historically marginalized communities face in the classroom. I am committed to helping students achieve academic success by demystifying the American higher education system so that they do not have to struggle the same way I did. However, I also acknowledge that academia continues to perpetuate the same social inequalities we observe outside of the classroom, often excluding students who do not fit into dominant norms or share the same dominant narratives. I am committed to transforming higher education by breaking this cycle. By being intentional about my choice of reading materials, assignments, homework, classroom discussions, small group work, and classroom activities, I intend to cultivate a learning environment where all students know that their experiences and voices matter and that they belong in the classroom. 

Teaching Experience

CARLETON COLLEGE

Assistant Professor of Anthropology 


UNIVERSITY OF MICHIGAN, ANN ARBOR

Graduate Student Instructor

Training K-12 Teachers

One way to create an inclusive teaching environment is to teach topics that are not European-centric or North American-centric. Although students live in a transnational, globalized world, our history books and lesson plans fail to reflect many of the historical moments that impact their lives. From personal experience, I know how empowering and affirming it is when minoritized students see themselves reflected in classroom materials. Therefore, due to my background and expertise, I strive to advocate for Southeast Asian Americans, whose history and experiences differ greatly from other Asian Americans. Our stories are often ignored in K-12 programming even though we play a vital part in American history in the 20th-century. In doing so, I hope to inspire and empower Southeast Asian Americans and other minoritized students who rarely encounter lessons that are relevant to their own communities. 

I have trained educators and created pedagogical materials for K-12 teachers on ways they can include Southeast Asian Americans in their lesson plans. Please click the link below for one of my lesson plans Where is “Home”? A Case study of Cambodian-American Immigration and Deportation, intended for K-12 American English teachers and K-16 Puerto Rican teachers. My lesson plan begins on page 105 in the English version (Access Here, in English) and page 113 in the Spanish version (Access Here, in Spanish). More recently, I have worked with the Orange County Department of Education's Model Curriculum Project by giving scholarly talks on my research and expertise as well as reviewing lesson plans on the Cambodian Model Curriculum in order to help K-12 educators in California implement ethnic studies into their curriculum. 

Mentoring & Outreach

I have mentored and volunteered to help first-generation students, community college transfer students, students in Cambodia, and international students in the United States. 

Mentoring students from abroad: I try to provide equity to underrepresented students abroad who are interested in studying in the United States. I helped a Syrian mother practice and learn English over Skype; despite electricity issues, she was a dedicated student who dreams of getting an MBA in the US or the UK. While doing ethnographic fieldwork in Cambodia, a still developing country, I volunteered with EducationUSA by presenting best practices for writing personal statements, a mystifying document for Cambodian students who are unfamiliar with assessments outside of test scores. Privately, I edited college application materials for two Cambodian women who went on to study at Brandeis University and the University of Hawaii. 

Mentoring students in the United States: At the University of Michigan, I volunteered with Changing Gears, a program dedicated to helping community college transfers. I spoke on panels sponsored by Changing Gears to give advice to transfer students who were interested in applying to graduate school. Additionally, I mentored two community college transfer students in the Changing Gears program, meeting with them twice a month to check in on their progress. My form of mentorship is intentional and inclusive. Knowing transfer students often lack a sense of belonging post-transfer, I tell my mentees about events they might be interested in and I put them in touch with other scholars on campus.

Additional Pedagogical Training

Learning is a lifelong pursuit. I continue to participate in additional pedagogical training and professional development workshops in order to enhance my teaching, particularly in ways that promote diversity, equity, and inclusion in academia. 


Inclusive STEM Teaching Project Fall 2020 

University of Michigan, Center for Research on Learning and Teaching


Making Active Learning Work in Hybrid and Online Courses Jun 2020

University of Michigan, Center for Research on Learning and Teaching


Inclusive Teaching in Remote Contexts Jun 2020

University of Michigan, Center for Research on Learning and Teaching


Diversity, Equity, Inclusion Professional Development Certificate 2018-2019

University of Michigan, Rackham Graduate School


Preparing Future Faculty Summer 2019

University of Michigan, Center for Research on Learning and Teaching


Diversity and Inclusive Teaching Seminar Feb 2019 

University of Michigan, Center for Research on Learning and Teaching & Intergroup Relations