Welcome to my CV and Statement of Teaching Philosophy. Below you will find information about my current courses I teach and research interests in both English and Psychology. I believe that Psychology concepts are useful for understanding writing behavior in English. Downloadable documents are at the end of the page.
The Chicago School of Professional Psychology, Online, Late 2022
Applied Research Project:
Training the Trainer: Adapting Motivational Interviewing to the Permanent Supported Housing Environment
San Diego State University,
San Diego, CA, 2005
The Universality of W.E.B. Du Bois’s Double Consciousness, Its Application to Henrik Ibsen, Franz Kafka, and Ralph Ellison
B. A., English
San Diego State University,
San Diego, CA, 2002
Ronald E. McNair Scholar
Favors, Regina. "The Challenge of Diversity in Secondary School Curriculum Formation: An Ethnographic Observation of Social Values Inherent in Literary Texts in the High School Curriculum." The SDSU McNair Scholars Journal, Volume 8, May 2001.
Favors, Regina Y. "The Politics of Urban School Reform: The Political Disparities in Secondary Education in Contemporary America." The SDSU McNair Scholars Journal, Volume 8, May 2000.
Developmental Writing (All levels)
English as a Second Language (Advanced Grammar)
Composition I, II, Campus
Composition I Online Achieve the Dream
Junior Leadership, Richland Collegiate High School
San Diego State
Introduction to Literature
Composition I, II, and
Introduction to Literature
Composition I, II
18th-century literary text (American, British, Irish); satire (Swift)
20th-centuary American Literature
American Revolutionary War
Feedback and assessment,
Composition studies theory
Constructivist Classroom in Education
Cooperative learning/peer teaching
Adult learning styles
Self-control and grit studies
mate value, mate switching, mate replaceability, bakup mate
Permanent supported housing, Motivational interviewing; personality theory, self-determination theory; Relational transgression; toxic relationships, rebound relationships.
How do you learn?
I am mostly interested in measuring the behavior of student writing, and progress, and not just assessing the end result using a writing rubric .
Why have we abandoned the goal of mastery in learning?
I especially want to study why students pursue the easiest task instead of adopting a mastery orientation when it comes to writing.
What are the contributing factors for why students of writing believe they cannot navigate English or do not believe that they will ever be good writers?
What is "good writing?"
Is marriage a secure base for relational infidelity?
What are the contributing factors for why PSH residents exit housing before two years?
Are PSH residents more likely to remain in housing after two years?
Students construct their own knowledge through problem-solving, coordinating their thoughts, and reconciling the thoughts of others (Berk, 2014).
Vygotzsky's Sociocultural Theory
Values, beliefs, culture, and skills are transmitted to the next generation; cognitive development is socially mediated, "in which children depend on assistance from adults and more-expert peers as they tackle new challenges" (Berk, 2014, p. 23).
As part of a peer teaching learning objective, how might getting students to create teaching videos based on a lesson improve their intrinsic motivation?
Welcome to my Statement of Teaching Philosophy. It is a work in progress as I continue to refine my teaching knowledge, add more knowledge and skill to my knowledge base, and begin the process of formal scholarship. This philosophy statement works with research interests in English and Psychology.
The purpose of education is to usher students into becoming disciplined in a subject matter. This goal can be achieved by helping English, Composition I & II, and literature students, and students of writing who are not English majors, pursue conscientiousness through learning about the subject matter, adapting to the concepts and principles, and regarding feedback as necessary for improving and moving forward into other writing and learning tasks.
Students learn best when they are conscientious about what they are learning, not merely skimming a literary piece, but considering the totality of the subject as it relates to other subject matters. This is important because English and writing prepares the student for greater tasks and at different levels. An upper division student in any major will need the tools of research and writing from English. A student can voice their concerns about a topic but writing affords the student the opportunity to research and prepare an informed, focused argument.
I have found that the most effective methods for teaching are both teacher-centered and student-centered approaches. The teacher is the authority figure in the classroom, trained and prepared to administer the day’s lesson and free to facilitate learning through group discussion, peer review, and class participation. Understanding that the instructor reflects authority in the classroom makes it easier to get students to understand the value of the English canon of literary works.
Without exposure to authority, or to the canon, English majors and students of English and writing would lack the care, ability, and skill to regard foundation. Every major has principles and foundational knowledge. We do not operate alone. Therefore, even students in English and writing, who are not majors, should develop the skill of conducting an annotated bibliography and/or literature review to ensure that they have an understanding of what has been written on a topic and where their research might fit going forward.
Why I Teach English
I teach English because I believe that students often struggle with transition, from academic to professional, and from professional to personal. In all areas of their lives, students are expected to move from one understanding to another. Using writing to helps students prepare for transition is what I believe English makes as the highest contribution.
The most important aspect of my teaching is to design writing tasks and in-class activities that help students pursue mastery of the subject matter and become conscientious, life-long learners in all areas of their lives.
Last rev. 8/22/2019, 1/7/2021
The English Composition classroom is comprised of different types of students. There are eight major categories of students who are in my Composition classroom and for whom I have provided instruction. They include the following:
In addition to these categories is the notion of adult learning styles. As I create lectures, assignments, and in-class activities and writing tasks, adult learning style is one of the concepts I consider. Not every student responds to direct instruction. I have learned over my six years at Richland College that some students need the interaction with other students.
This took me a while to understand because I come from a teaching tradition that focuses on “pouring knowledge into the vessel” and not really facilitating the thoughts and opinions of “others.” Students were considered the other in my undergraduate and graduate studies.
However, in realizing the importance of getting students involved, and understanding that even though I was reaching students and this was represented in their writing when I assessed their work, I was not engaging them on a one-on-one basis to assess their voice and offer feedback.
This reflection prompted me to assess my lack of effectiveness at getting the students involved and to complete professional development classes in cooperative learning at Richland College. It was the peer teaching methods that brightened my understanding. It was as if whatever was turned off in my understanding, turned on. I felt relief that I had something, a tool to use and bring to the classroom to help me get the students involved, especially coming from a university background where in-class group learning is unheard of or at least it was during 1999 to 2005.
I have taught Composition I & II and literature both face-to face and online; English as a Second Language, Developmental Writing at all levels, and dual-credit students. To bring these categories of students under one understanding, I use peer teaching to facilitate learning. I begin an in-class activity with directed instruction, outlining how the students will conduct the exercise by reading and then taking on the role of teacher in the group.
When it is necessary, I will walk around the room and scaffold and help students get an understanding of the reading. By the end of their part of the task, they are able to “teach” the lesson to their fellow students, thereby gaining a better understanding of what they have just read.
Using peer teaching as a method for in-class activity is important because students have often learned information from previous studies with the goal in mind of passing a test or getting a good grade on an assignment. But students have not learned the information for learning sake. In other words, students’ motivation for learning has been extrinsic and not intrinsic. Peer teaching helps me to get students to care about what they are learning and why it is important to learn. In their fields, they will have to care.
Last rev. 1/7/2021
While peer teaching has been an effective method for encouraging cooperative learning in the classroom, I realized that not every student wants to peer teach. I am soothed by the idea that I can get the students involved, but involvement, I assessed, may be relative for some students.
This further reflection prompted me to conduct some extended research on group activities and student learning, leading me to pursue a second master’s degree in psychology. After working with Developing Learning Power and getting exposure to Angela Duckworth’s studies on self-control and grit, and Carol Dweck’s research on fixed mindset and growth mindset, I realized that each student has his or her own readiness for learning.
I no longer just had to consider student readiness in terms of categories of students, student profiles, student ability to participate in group, and student ability to write papers. I had to consider that there are differences in readiness and that planning instruction had to require knowledge about adult learning styles from multiple points of view. Some students pick up material quicker if they hear the information. Some students need both in-class instruction and video-based learning; both learning tools help the student achieve understanding of the information.
As part of my continued professional development, my teaching goal is to create learning and teaching videos for my English students and further move cooperative learning into the realm of facilitating students’ creation of learning and teaching videos for themselves, for other students, and for the course.
This will help students construct their own knowledge to prepare papers, help students engage the course, help me assess readiness, and help students accomplish the following goals in English, Composition, and writing:
The first goal of content mastery will always be primary. I believe that we need an educated citizenry interested in integrity and pursuing a consistent work ethic. The last point, however, has become a primary goal as well: to engage students where they are in their learning while at the same time keeping up with the demands of the discipline.
Discipline requires knowledge, knowledge-making, and catching up with knowledge that might not have been accessible through traditional means.
Last rev. 1/7/2021
Reflection essays from students on what they learned reflect judgment of my teaching effectiveness as well as faculty evaluation. In one faculty evaluation, the evaluator assessed that I am a conscientious instructor.
By the time students leave my classroom, they have learned the value of conscientiousness because they begin assessing where they are in their academic development and what they need to do for moving forward.
I often give assignments where students must judge their knowledge on where they are going. Student comments attest to my teaching effectiveness for preparing leaders for tomorrow and for lifelong learning.
Teaching effectiveness has generated interest in how students learning, resulting in the How Do You Learn? Research Project. Visit the page under the "English" tab.
Last rev. 1/7/2021