1. My Theory of Learning
"My personal theory of learning is that learning is fundamentally an act of becoming. It is the process by which a person comes to see themselves as a legitimate participant in a community of practice. You learn by becoming someone who can contribute to the work of that community, someone who can communicate in its language, and who acts according to its norms. This means that learning is simultaneously cognitive, social, and identity-forming. You cannot separate what I learn from how I learned it, who I learned it with, and whether I believe I belong in that space where the learning is happening."
Download Full Document (PDF)2. My Teaching Philosophy
"The values I carry into every classroom are a belief that every learner belongs in the room. I show learners they belong and position myself as a facilitator of their learning. I scaffold creative exploration and help students reach their zone of proximal development. My teaching is grounded in Sfard's participation metaphor, Vygotsky's ZPD, Lave and Wenger's situated learning, and Brookfield's critical reflection."
Download Philosophy (PDF)3. Response Papers
Response Paper 1
"When The Individual Isn't Enough: Learning as Social Participation"
A critique of acquisition-dominated frameworks in learning theory, arguing for Sfard's participation metaphor through the lens of my Girls Robotics Summer Camp experience.
Response Paper 2
"Who Belongs in Engineering Education"
An argument that the structures defining engineering education are ideological designs, not neutral frameworks, using Secules et al. (2018)1 and Brookfield's concept of hegemony.
4. Situational Factors & Learning Goals
"A structured analysis of the teaching/learning context for my Week 3 Digital Logic Gates lesson, including course context, learner characteristics, physical environment, and six-category learning goals spanning foundational knowledge, application, integration, human dimensions, caring, and learning how to learn."
Download Analysis5. Lesson Plan
"A full lesson plan for Week 3 of a Digital Logic Gates course, grounded in backward design (Wiggins & McTighe, 1998)2. The lesson uses a 4-phase structure: Belonging Opener, Discover & Document, Design Challenge, and Reflect & Share. Theoretical grounding: Sfard (1998)3, Vygotsky/Bruner (1997)4, Smith et al. (2005)5."
6. Teaching Demonstration Slides
"18-slide deck covering teaching philosophy, backward design rationale, PCK learner profiles, 4-phase lesson flow, gate content, design challenge, assessment, and closing."
8. Personal Reflection
"This course changed the way I think about teaching. I came in believing that a well-prepared lesson was the core of good teaching. I leave understanding that belonging comes before content - and that the first thing any learner needs from me is not a lesson plan, it is a sign that they are welcome in the room."
Download Reflection (PDF)