I have a long-standing commitment towards reducing inequities in education. This began in my early elementary teaching days when I taught at a Title I school in rural/suburban Texas. Meeting the needs of my students as individuals was always my goal, so that I could help them not only be successful, but proud of themselves and their work. My early research in middle school technology integration looked specifically at digital inequities in a variety of school settings (e.g., rural, suburban, urban) –– digital inequities, of course, that are often driven by socio-economic status.

When I provide faculty/professional development, opportunities to address diversity, equity, and inclusion is always at the forefront as it is when I’m coaching faculty in the design and development of their face-to-face, hybrid, or online courses. I’ve helped faculty to create safe learning spaces for all students and to be purposeful in their planning to be inclusive of all students from a variety of racial/ethnic/cultural/socio-economic backgrounds, primary languages, learning/physical/mental disabilities, psychological health, gender identity or sexual orientation, etc. I’ve worked with the Office of Disability Services for several years to bring information forward to faculty on how to help students with disabilities be successful in university learning environments. I serve on my university’s ADA Steering Committee. I’ve taken, and will continue to take, several courses in diversity and inclusion, and I also teach courses such as Language and Literacy in Diverse Communities. Understanding diversity, equity, and inclusion issues is an ongoing endeavor, and I am always eager to learn more.

I will always strive to use my training, skills and position to ensure excellence and increase equity and diversity in education and throughout society.