Trifid Nebula

Pedagogy & Community

Astrophysics Professor,
STEM Mentor.

Teaching Philosophy

As a physics and astronomy educator, my pedagogy focuses on inclusive, equity-minded learning environments that foster belonging, collaboration, and scientific identity. My courses integrate active learning, interdisciplinary skills, and social context, while emphasizing scientific communication, community building, and critical thinking. My classrooms blend rigorous content with reflective practices and student-led exploration, encouraging learners to develop both technical competencies and a deeper connection to the scientific enterprise. I view access to science as a human right and strive to prepare students not only for academic success, but for meaningful, socially conscious engagement in the scientific community.

Developed Pedagogy Materials

dr.w with a Closed Telescope

Equity Minded Pedagogy
in Introductory Astronomy

As part of an Equity Minded Pedagogy professional development course, I reimaged the Introduction to Astronomy for Scientists course at CSU San Bernardino grounded in culturally responsive teaching. Course elements — including identity-centered final projects, structured prototyping, an in-class debate on dark matter, and anonymous "Pulse Checks" — aim to affirm students’ identities, promote critical inquiry, and foster belonging. Assessment data suggest these practices support engagement and a more inclusive, student-centered view of science. The equity-minded activity materials I developed are available here: Google Folder.

A New Major's Seminar:
Retaining Physcists

At CSUSB, where most physics majors are first-generation students and people of color, the Department of Physics and Astronomy created a required first-year seminar to strengthen retention and foster community. The course blends career preparation, skill-building, and social justice in STEM through four content threads: Science, Society, Career, and Community. As one of my core courses, I have developed activities including problem-solving practice, introductory programming, and use of the Underrepresentation Curriculum, which invites students to examine equity and inclusion in physics and astronomy. Read more in the AAS News blog post.

dr.w Professing

Philosophy on Mentorship

I credit mentorship as the most critical tool in my success as an academic. My philosophy on STEM mentorship centers on fostering a deep sense of belonging and supporting the diverse pathways students take toward their scientific goals, especially those who are first in their family to purse these paths. I view mentoring as a learned, community-rooted practice that empowers both mentors and mentees to thrive personally and professionally. Drawing on my cultural values and lived experience, I prioritize relationship-based mentorship, peer support structures, and professional development as essential to equitable STEM education. Through intentional programming, open resources, and systemic advocacy, I aim to reshape STEM culture to value the transformative work of mentorship.

Mentorship Resources

Links to mentorship papers and resources I have created, led, or co-created.