Like the harm reduction philosophy that informs my health promotion work, my teaching begins with “meeting students where they are.” From what I see, most are not seeking to become scholars, but to develop skills and advance professionally. So rather than creating students, traditional or otherwise, I nurture personal development through critical engagement and community engagement. At the end of the day, I measure my success by the extent to which I have sparked curiosity, unsettled default thinking patterns, and supported personal transformation.
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