2015 New Teacher of the Year

 Albion College

2015 Faculty Award, 
President's Advisory Committee on Intercultural Affairs

Albion College

2011 Outstanding Graduate Student Instructor Award Rackham Graduate School, UM 

What Students Say About Lynn

“Sincerely cared about students. A+.”

“She is passionate about the subject, is very knowledgeable, honest and comfortable.”

“Very sensitive to the subject matter [sexuality] and as a past victim of sexual abuse I really appreciate that.”

“Lynn was very knowledgeable of the topic. She was extremely conscious of individual student needs and multi-cultural issues." 

“I respect so much that [Lynn] can weigh an argument and respect different ideas.”

[Lynn] "encouraged discussion from everyone, covered the topics thoroughly, and always made herself available for meetings.”

** These quotations were written by students on anonymous course evaluation forms.

To download CV (pdf) click here.

Teaching Philosophy

I teach from a social justice perspective that can be traced to my experiences as a high school English teacher at an inner-city school, an advocate for survivors of domestic violence and sexual assault, a first generation college student and a university instructor. 

These experiences emphasized to me how important it is for people to have an understanding of how society is constructed and stratified through hierarchies of gender, race, class, sexuality, dis/ability, citizenship, body size, etc. Without this understanding, the prevalence of individualism in public discourse continues to lead people to uncritically accept society’s judgment of individuals and groups as fit or unfit on the basis of their ability to meet normative standards while disregarding structural, economic and institutional inequalities.   

As a college instructor, I work to teach, support, and encourage students through the often unfamiliar (and uncomfortable) process of (re)thinking the basis of social norms and presumptions of “natural” behaviors. Students emerge from my classes with an understanding that “received wisdom,” anecdotes and personal experiences are not sufficient to understand the ways in which groups are dis/advantaged in particular social contexts and a corresponding appreciation for the usefulness of well designed research.


I developed a flexible and responsive teaching style when I began my teaching career in central California where I worked with diverse groups of inner-city students, many of whom were living at or below the poverty line and/or were immigrants from Mexico, Southeast Asia and Ethiopia. Designing English language arts curricula for the 150-200 students (five classes) each semester was both challenging and rewarding. 

As a university instructor I benefited from these experiences and expanded upon them: working with a variety of students in diverse settings allowed me to develop a repertoire of teaching approaches centered on students’ learning the curriculum and on responding to the unique requirements of each group of students.

Many students do not learn well from lectures (direct instruction). Therefore, my classes accommodate multiple learning styles through the use of both small and large group discussion and activities and visual and electronic representation of course material.  


I integrate 21st century technologies into the curriculum in order to engage students. For example, during class I show short video clips from the internet, film and television and facilitate the process of making connections between abstract theories and popular culture/current events. I also model the use of presentation software for communicating ideas and give students the opportunity and support to learn these skills.

Given that so many students now bring laptops or tablets into class, I have designed group assignments around the use of laptops (see Teaching Portfolio page). Not only do students enjoy using the internet and/or presentation software during class, I find they are more engaged with the discussion and less likely to misuse their laptops. I am currently creating activities that will use cell phones as a tool.

Outside of class I capitalize upon students’ familiarity with social networking, blogs, wiki's and the “user comments” function on many websites by inviting students to co-create knowledge through online discussions and debates about course topics and the creation of informative and interactive websites. 

For more details about my teaching, including examples of class assignments, please see "Teaching Portfolio" page.


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