Teaching philosophy

My teaching philosophy is rooted in fostering an inclusive, dynamic, and experiential learning environment that inspires critical engagement with environmental anthropology, sustainability, and biocultural diversity. Drawing from my interdisciplinary background and extensive field experience, I strive to cultivate an educational space that encourages curiosity, reflection, and hands-on learning. I firmly believe that learning is most effective when students actively participate in shaping their education through experiential learning, student engagement, and cross-cultural engagement.

Experiential learning: connecting theory and experience

Learning is not simply about absorbing abstract concepts; it becomes meaningful when students actively engage with material through direct experience. In my courses, I integrate field-based learning, participatory research, and case studies to help students move beyond theory and develop a deeper understanding of social-ecological systems. For instance, in my environmental anthropology courses, students explore traditional agricultural practices, such as milpa farming, by combining ethnographic fieldwork with agroecological analysis. Through hands-on activities—such as mapping crop rotations, interviewing local farmers, or analyzing soil composition—students witness firsthand the complex interactions between human societies and the environment. This approach is grounded in achieving student-centered learning through a blended classroom environment combined with experiential activities away from the classroom, which emphasizes that learning is most effective when it involves direct experience, reflection, and application.

Student feedback consistently underscores the impact of this approach. One student from the Andes and Amazon Semester reflected:

Another student highlighted how informal conversations and experiential activities enhanced their learning:

Beyond formal instruction, I see teachable moments as crucial opportunities for students to engage with knowledge in unexpected and meaningful ways. Whether during a hike in the Andes, a visit to an agroforestry site, or a conversation over dinner in a rural homestay, I ensure that learning extends beyond the classroom walls.

Cultivating a collaborative learning environment

I view the classroom as a collaborative space where students are active participants in knowledge production. Rather than positioning myself as the sole source of knowledge, I facilitate critical discussions, encourage diverse perspectives, and support students in developing their own academic and professional identities. One way I empower students is by designing assignments that allow for creativity and self-direction. This might include multimedia projects exploring environmental justice movements, policy briefs addressing contemporary sustainability challenges, or ethnographic stories and reports on local knowledge. By allowing students to integrate personal interests and career aspirations into their coursework, I create opportunities for them to take ownership of their learning.

A student from the Bolivia and Peru field program noted:

Another reflected on how my teaching style encouraged immersion and engagement:

In both field-based and classroom settings, I design learning experiences that encourage deep inquiry and self-reflection, allowing students to critically engage with environmental and cultural issues in ways that resonate with their own experiences.

Integrating global and cross-cultural perspectives

Having conducted research and taught in Latin America, Europe, and North America, I integrate diverse ethnographic case studies that challenge students to think beyond their cultural and disciplinary boundaries. By incorporating materials from Indigenous, Latin American, and Global South perspectives, I encourage students to critically examine environmental challenges through multiple lenses. For example, in a class discussion on climate change, I juxtapose ethnographic accounts of Andean water management, political ecology critiques of extractivism, and policy analyses of transnational conservation initiatives. This interdisciplinary approach enables students to understand environmental issues not as isolated problems but as part of broader political, historical, and cultural processes.

I emphasize linguistic and cultural inclusivity in my teaching. A colleague once noted:

This reflects my dedication to ensuring that diverse student backgrounds are supported in my courses.

Fostering critical inquiry and lifelong learning

I recognize that engaging with theory can be unsettling, as students are often asked to reexamine their own assumptions. I cultivate a classroom environment where students feel comfortable questioning, debating, and experimenting with ideas. This means creating structured yet open-ended discussions and encouraging students to embrace ambiguity. For example, during a discussion on colonialism and conservation, one student hesitated to express their thoughts, unsure of how to reconcile their support for conservation with critiques of its colonial legacies. Instead of providing a definitive answer, I encouraged them to explore different perspectives, guiding them to Indigenous critiques of conservation and alternative models of environmental governance.

Students in my field courses have commented on how my teaching extends beyond content delivery and into mentorship, leadership, and safety awareness:

Finally, humor and enthusiasm play a vital role in my teaching philosophy. As one student humorously recalled:

By combining experiential learning, student empowerment, and global engagement, I strive to create a classroom environment where intellectual curiosity thrives and where students leave with not only a deeper understanding of course material but also a sense of agency to effect positive change in the world.