Apprendre, the French word for teaching. Interestingly, it is also the word for learning. Teaching is an art that demands continual learning and self-reflection from the instructor. Over 11 years of teaching, my philosophy has evolved around four general principles:

Setting high and transparent standards: I believe that most skills can be developed through hard work and perseverance. Students generally appreciate fair challenges as long as expectations are clear and assessments are meaningful. My assignments are designed to evaluate competency rather than test students’ ability to decipher opaque questions. Providing thorough feedback is essential for fostering a “growth mindset” in students. While it may be tempting to lower expectations for struggling students, I firmly believe that all students deserve access to challenging and intellectually stimulating discussions and material. For this reason, I avoid relying solely on textbooks and instead teach students to engage with research articles and primary sources. I have also recorded podcasts with fellow scholars, tailoring discussions to be both accessible and intellectually engaging for my students, and included them in my syllabi.

Speaking the student’s language: What seems obvious to a scholar can often be confusing to a student. Drawing on my experience as a former language instructor, I focus on translating abstract concepts and jargon into clear ideas. I frequently use props and relatable narratives to make theoretical knowledge more accessible. Most importantly, a good instructor should be able to explain complex ideas to both an expert and a college student without ever sounding patronizing.

Fostering inclusive learning: I strive to create an environment that encourages civil and depolarized deliberation. Techniques like using technology for anonymity can help quieter students engage in discussions. Active listening and challenging viewpoints without being dismissive go a long way in addressing feelings of inadequacy and promoting a diversity of perspectives. My goal is for students to feel confident in expressing their ideas while also valuing others’ contributions. Students have highlighted this “safe environment” in my teaching evaluations, even in courses like Public Opinion and Propaganda, which covered highly polarizing topics during a contentious election year. One of my most effective strategies for encouraging participation is writing student contributions on the board and immediately connecting them to relevant concepts. Many students find it deeply rewarding to realize that established researchers have had ideas similar to theirs.

Showing empathy in fairness: I want students to feel seen, heard, and valued as individuals. I make an effort to learn their names and remember something about each of them whenever possible. I encourage students to consider different perspectives and foster peer support to create a culture of empathy while making the material more accessible. At the same time, I maintain fairness by setting clear expectations and holding students accountable. Recognizing the limits of my role, I have learned to guide students toward appropriate resources when their challenges extend beyond academic concerns.

These principles shape my teaching approach and inform how I engage students via evidence-based pedagogy and experiential learning techniques.