Rodrigo Serrão, Ph.D.

Pedagogical Philosophy

“Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry ....” (Paulo Freire)

When I think about my teaching philosophy, I reflect on those teachers who taught me how to think critically without falling into criticism as well as how to analyze rather than memorize concepts. Similar to the teachers who have challenged me, intellectually and personally, I do not see my students as empty vessels, but rather as contributors to the learning process. I value my students’ lived-experiences, the significance of how their biographies shape their perspectives, and their unique understandings of course content. I also challenge my students’ misconceptions and introduce them to new, more critical lenses through which to understand the world around them. An essential part of that is cultivating my students’ curiosity and creativity. I believe that I bear the responsibility to inspire my students to achieve knowledge through inquiry and praxis. Furthermore, as a teacher born outside of the United States, I bring an international perspective to all my courses which enriches our discussions and challenges the beliefs that students assume are universal.
Central to my ability to achieve these goals is creating a learning environment that is inclusive and student-centered. Using Universal Design for Learning (UDL) techniques, I create a welcoming environment where all students feel safe and respected. For instance, one of my students wrote in their evaluation, “[Prof.] Serrao truly cares for the students and managed to create a non-hostile classroom environment to discuss topics such as race that are usually uncomfortable to discuss.” Moreover, I acknowledge the diversity of my student population and their different positions in the social hierarchy. By purposefully recognizing that some students have more power and privilege due to their economic status, race, sexual orientation, gender identity, immigration status, able-bodiedness, etc., I make room for general and specific discussions about systems of domination and oppression while at the same time I foster an environment that affirms different experiences. In my classes, I use a variety of pedagogical tools to accommodate all learning styles and abilities. For instance, I usually begin my classes with interactive activities where students can assess their comprehension of the readings for the day. I also use different media formats, including technology meant to enhance their participation, such as Kahoot! and Poll Everywhere. I encourage (and award credit) to students who demonstrate how they connect course material to event speakers or activities on campus. For the service-learning component, students write reflections on their experiences with an emphasis on the application of their learning experience. 
To promote student’s understanding of sociological concepts, I actively engage in activities designed to gauge student understanding, clarify ambiguities, and render complex ideas clear and vivid. For instance, in my
introductory classes (Introduction to Sociology and Contemporary Social Problems), on the week we discuss race and social inequality, I have my students do the Privilege Walk activity. This activity provides a visual component as students of color (especially women of color) usually lag behind the other students due to factors and forces outside of their control. This visual element helps clarify what for many of my students is only an abstract idea that they read in a Sociology book. By understanding that inequality is “among us,” and it is not a distant concept, students come to grips with the reality of social injustices and systems of oppression.
The importance of creating a classroom environment that is welcoming to all is that students’ interactions with each other and with me are central to the learning process. Therefore, during the week that we engage in a discussion about culture, I ask students to walk around campus taking pictures of what they consider “U.S. culture” and “college campus culture.” I ask them to upload all photos to a folder on Google Docs. Once students finish, they come to class, and we examine the images. International and U.S. born students have an opportunity to dialog and to explain the rationale behind their photographs. The most important aspect is to connect those pictures with their experiences and the readings for that week. Offering an evaluation of the effectiveness of going beyond the classroom, one student stated, “Mr. Serrao was a very great and creative teacher. He really cares about his students and tries his hardest to make the class interesting. He is willing to go out of his way to help his students and he would even take us outside to do activities that would make the topics more understandable.” Another student said, “[I] loved going outside and doing class activities.”
Finally, after promoting students’ inclusivity through UDL techniques and improving students’ understandings through structured activities, I foster a classroom atmosphere where critical thinking and inquiry are encouraged. I recognize that this is not always an easy task due to the way most students are socialized. Nonetheless, I believe the most effective way to promote critical thinking skills is by asking questions. For example, I use Bloom’s Taxonomy model to help foster the right type of problems for reaching my intended objectives. In turn, students are encouraged to develop critical thinking as they attempt to provide an answer analytically. In every class session, students read articles that are aimed at expanding the subject we are discussing on a particular week. For instance, in my Racial and Ethnic Relations course, I create a space for a healthy debate over controversial topics, such as assimilation vs. multiculturalism and assign readings that will help students understand different perspectives affecting the same issue. Accountability for understanding the material is critically important in the classroom. To ensure that students read, understand, and retain the main points of the dialogue, I have two main strategies. One is through a Canvas (online platform) discussion thread where students need to summarize major aspects of the assigned chapter/reading and reflect on what they learn. Students are also asked to comment on at least two entries from other students. As they comment on each other’s entries, I encourage them to either agree or constructively disagree based on the readings. In class, we continue to discuss the article as I ask questions (using Bloom’s Taxonomy) that were not broached during the online interaction. The face-to-face component is essential because it allows students to talk about their feelings more openly while interacting with other students. As students share their own experiences and stories, I have the chance to facilitate the discussion and provide feedback.
Critical thinking and a student-centered/active-learning pedagogy enacted in a welcoming space are key components of my teaching philosophy. I believe that students learn best when they become active participants in their educational process and be allowed to connect course material to real-world examples. My approach allows for lively in-class and online conversations, empathy and alliance-building, and ultimately, knowledge acquisition through inquiry and critical analysis.