The first time I remember teaching was when I was about nine years old. I prepared a lesson about how to write an outline and presented it to my age-level peers in my grandmother’s fourth grade class at the elementary school where she worked in Southern California. That event foretold my future endeavor of teaching in a third-grade Spanish bilingual classroom as a student teacher in pursuit of my teaching credential. I considered myself a generalist who loved engaging children in the learning process and digging in deeply to each of the different content areas, but who had no strong preference for one of them.  I did have a strong preference to teach early adolescents.  My multiple subject teaching credential qualified me to teach in the first year of middle school (sixth grade) in California as well as to teach all subjects in a self-contained classroom, which I did when I taught grades 6-8 in an alternative school for students who had been expelled from a regular middle school. This background of teaching at both the elementary and middle school levels continues to inform my current research and teaching.

As a teacher in higher education, I continue to draw upon this background as I adapt my core beliefs, knowledge, and practices to new content, new groups of students, and new organizational programs and contexts. For example, I have a core belief that students should feel comfortable in the classroom and that this comfort is a prerequisite for learning.  I also have a core value that students should be intellectually challenged and that learning time should be maximized. Bringing these beliefs and values together requires different applications in different environments. What my Central American immigrant sixth graders needed as English language learners in Los Angeles is both quite similar to and quite different from what my native Dutch English language learner pre-master students at Utrecht University needed in order to feel comfortable and intellectually challenged. I enjoy my own position as a learner in applying my skills and developing mastery in teaching across contexts. I prioritize high quality teaching, and I apply my own research findings in my teaching not only as content for each course but to inform my own decisions and actions as a teacher.  I also study my own teaching, so my teaching becomes a topic for my research as well.  One name for the practice of studying one’s own teaching is the scholarship of teaching and learning, which I have referred to on other pages as a strand of my research agenda.

I list below all of the courses I have taught in higher education.  Additional information about supervision and advising can be found on my c.v. Courses are grouped by institution and program area, with my most recent experience listed first. To give more detail about the courses in a concise way, I have used the following abbreviations:

F    Face-to-face section (except during COVID-19 lockdowns)

W    Online section (originally designed to be taught online)

H    Hybrid section (originally designed to include ongoing face-to-face and online components)

+     Course-coordinator or substantial course revision

University of Glasgow

   Master Program in Educational Studies

• EDUC5999: Education Policy and the Politics of Education (W)

  Initial Teacher Education

• EDUC3092: Education and Society: The Child, Education, and the Global Environment (F)

Utrecht University

   Bachelor Program in Educational Sciences

• 201700026: International Perspectives on Education (H+)

   Pre-Master Program in Educational Sciences

• 201700028: Academic Writing (F+)

   Research Master Program in Educational Sciences     

• EdSci05:  Teachers and Teaching (F+)

   Graduate School of Teaching

• GSTPKC09: Foundations of Cultural Diversity and Social Inclusion in Teaching and Learning (F+)

• GSTOKC15: Applications of Cultural Diversity and Social Inclusion in Teaching and Learning (F+)

University of Florida, Curriculum, Teaching, and Teacher Education Program (Currently: Teachers, Schools, and Society)

   Teacher Education

• EDE 6225: Practices in Childhood Education (H)

• EDF 5552: The Role of School in a Democracy  (F+)

• ESE 6345: Effective Instruction and Classroom Management in the Secondary School (H+)

   Teacher Leadership For School Improvement Master’s/Specialist Program

• EDG 6415: Culturally Responsive Classroom Management for Secondary Teachers (W+)

• EDE 6325: Guided Teacher Inquiry  (W)

• EDG 6047: Teacher Leadership and School Change (W)

• EDG 6348: Instructional Coaching (W)

   Online EdD Program

• EDG 6226: Foundations of Research in Curriculum and Instruction  (W+)

   PhD Program

• EDG 6226: Foundations of Research in Curriculum and Instruction  (F+)

• EDG 6931: Qualitative Research Design in Curriculum and Instruction (F+)

• EDG 7252: Perspectives in Curriculum, Teaching, and Teacher Education (H)

   Elementary Teacher Education Field Supervision

• EDE 6948:  Internship Seminar and Field Supervision (F)

University of Southern California, Master of Arts in Teaching Program

• EDUC 519: Human Differences and Teaching Special Populations (F, W)

• EDUC 516: The Framing Experience (F, W)

• EDUC 517A: Understanding the Social Context for Urban Schools (F, W)

University of San Diego, School of Leadership and Education Sciences

• EDUC 381/581: Philosophical and Multicultural Foundations of Education in a Global Society (F+)