Teaching Philosophy

I completed my Ph.D. program at Purdue University in May 2022, and since then, I have continued on my mission to educate and motivate students from a variety of majors at Utica University, New York.

I believe the greatest challenge for any instructor is having students who think they do not belong or do not need English and Literature classes be interested in our courses. 

Specifically in English Written Communications, two entry-level mandatory courses at Utica, I have come across many students who think writing has nothing to do with what they will do in their future careers, that writing is too difficult, or even that they could be doing something better with their time.

Because of that, I set a great deal of time at the beginning of the course to show how writing and the course may help them in their lives outside the university. Therefore, I usually have students discuss rhetorical situations in advertisements, social media, among other real-life situations. Implementing realia into the writing class has proven to be very effective in my experience. While I was working with children learning English as a second language in Brazil, I would introduce vocabulary with real objects; or, while teaching more functional language, I would ask students to enact realistic situations, such as buying a train ticket. Realia brings the class to life and makes students more motivated because they see how, for instance, rhetorical situations are perceived everywhere – an awareness that will make them more critical readers and writers.

My students in introductory classes often develop podcasts and participate in student conferences. These projects not only provide them with a sense of ownership and pride in their work but also allow them to connect writing to their interests and future professions. For example, I have had students create podcasts exploring the California fires, sports, art and literature, the effect of technology on teens, among other themes. They have also produced research-based arguments and presented at Student Research Day at Utica University. By framing writing as a tool rather than an obstacle, I help students recognize its power in shaping narratives, advocating for themselves and others, and influencing the world around them. Over time, many of them come to see writing not as a chore, but as a means of expression and empowerment—a transformation that continues to motivate me as an educator.

I have also followed these strategies while teaching other classes, such as Introduction to Film Studies and Sci-Fi and Fantasy, and Literature from the Americas. I think it is important that students understand not only the theoretical and formal content of narratives, but also their social implications. Relating films and novels to our reality is pivotal to show their relevance in our very technologically driven world. Because of that, my classes always explore bigger themes, for instance, the role of science fiction and fantasy in representing current issues in our world. For higher-level courses, such as Literature of the Americas, students often develop lesson plans and/or participate in student conferences. I believe in giving students the opportunities to develop different skills, so I strive to use the classroom as a tool for experiential learning.

In my English-major focused classes, students also have the opportunity to create podcasts, participate in conferences, as well as work with me one-on-one for tutorials and publishing purposes. I see these classes not only as spaces for deep literary analysis but also as platforms for mentorship and professional development. Many students come to these courses with a passion for storytelling, critical theory, and I aim to channel that passion into tangible outcomes—whether it’s a paper presented at a regional conference, an original publication, a teaching portfolio that can help them acquire a job, or a creative project that fuses academic rigor with personal voice. Through this approach, I encourage students to see themselves as scholars and creators whose voices matter beyond the classroom. Ultimately, my teaching philosophy is grounded in the belief that literature and writing are tools for connection, empowerment, and transformation—and that every student, regardless of their background or major, deserves the opportunity to discover the impact their voice can have.

Therefore, in my classes, I encourage students to close read and make inquiries. They read, for instance, about the effects of technology in our everyday life, in the way we write, and even in our memory, as well as the impact of myths and assumptions on our understanding of reality. Themes such as these motivate students because they notice these issues in themselves.

In order to moderate discussions, I use group work and forums for online classes. I strive to have a class environment that enhances students’ collaboration. As the instructor, it is very important for me that students see the classroom as a small community where people learn together.