As a nonprofit scholar studying collective action, my teaching is deeply shaped by a commitment to reflective and experiential learning—and to empowering students to become agents of change. I see the classroom as a mirror of our diverse yet unequal society, and I am mindful of my privileges as an educator. My students bring with them a wide range of cultural traditions, worldviews, and challenges shaped by race, identity, disability, family background, immigration status, and histories of oppression. In response, I have intentionally designed inclusive, student-centered learning experiences that combine traditional instruction with participatory and experiential activities—dramas, debates, self and peer reflections, role plays, and team-based research projects. I am committed to supporting students as they pursue policy issues that matter to them. By making the learning process both engaging and empowering, I strive to create a space where students feel safe to share perspectives, think critically, and empathize with the complexity of our polarized, unequal, and globalized world.