Spring 2021

Section 4835 of ENGL49
Independent Study in English -- : Jan 20 - May 21 2021

Section 4836 of ENGL49
Independent Study in English -- : Jan 20 - May 21 2021

Section 4837 of ENGL49
Independent Study in English -- : Jan 20 - May 21 2021

Section 4848 of ENGL22
Ethnic Diversity in American Literature -- : Feb 04 - May 21 2021

Section 4887 of ENGL5
Advanced Composition and Critical Thinking -- : Feb 18 - May 21 2021
The above section is part of the APASS Learning Community that is open to all students. The above section includes extensive online activity throughout the semester.

Fall 2020

Section 0821 of ENGL49
Independent Study in English -- : Aug 17 - Dec 11 2020

Section 0822 of ENGL49
Independent Study in English -- : Aug 17 - Dec 11 2020

Section 0823 of ENGL49
Independent Study in English -- : Aug 17 - Dec 11 2020

Section 0889 of ENGL1A
College Composition -- : Aug 31 - Dec 11 2020
After registering for this class, click on the section number to find any available online course material. The section above will include optional online meetings; details will be shared in the course syllabus. Please note the 8/31 start date.

Section 3921 of ENGL1A
College Composition -- : Aug 31 - Dec 11 2020
The above section is part of the APASS Learning Community and is linked to COUN 6 (section 0600). Students are automatically enrolled in both sections. English 1A will focus on the Asian and Pacific American experience. Contact Jerry Thao for add code: jthao@santarosa.edu. Please note the 8/31 start date. After registering for this class, click on the section number to find any available online course material.

Summer 2020

Section 8189 of ENGL5
Advanced Composition and Critical Thinking -- : Jun 15 - Jul 26 2020
After registering for this class, click on the section number to find any available online course material.

Section 8262 of ENGL49
Independent Study in English -- : Jun 15 - Jul 23 2020

Section 8439 of ENGL5
Advanced Composition and Critical Thinking -- : Jun 15 - Jul 26 2020
After registering for this class, click on the section number to find any available online course material.

Section 9004 of ENGL770
Writing Center -- : Jun 16 - Aug 05 2020

Certificate in Online Teaching, Cerro Coso Community College.

M.Ed. Curriculum and Instruction (Multicultural Education), University of Washington, Seattle.
M.A. English Literature, University of Colorado, Boulder.
B.A. Highest Honors in English, University of Hawaii, Manoa.

Academic Experience

Faculty in English, Santa Rosa Junior College, Fall 2007-Present
Faculty in English, Cascadia Community College, Fall 2000-Spring 2008.

When I started at the University of Hawaii, I was a first-generation college student, my family was (and still is) working class, and Hawaiian Creole English was (and still is) my first language.  I know the power education has to liberate, but I also know the power it has to other and oppress students.  I can name countless experiences in my own education where I felt silenced, dismissed, and not welcomed.  I succeeded in education because I did not accept the alternatives that were offered to me if I quit school, and I remained in school despite the multiple gates that were in my way because I realized early in my schooling that higher education held possibilities for me that didn_Фё─т╚t exist in my life otherwise.  Everyday I step onto a college campus and enter into a classroom, I reaffirm my belief in the liberatory function colleges can serve and I enter anew into my calling to help students achieve their goals.

Professional Involvement and Community Service

NCTE (National Council of Teachers of English)

CCCC (Conference on College Composition and Communication)
TYCA (Two-YearCollege English Association)
NAME (National Association for Multicultural Education)
FACCC (Faculty Association of California Community Colleges)
MLA (Modern Language Association)

NADE (National Association for Developmental Education)

Aloha! Welcome to my home page.

Here are my thoughts on Teaching and Learning:

1.  Active:  I will lecture minimally, and I will strive to create a classroom where learning is at the center of what we do.  I will not be a _Фё─__sage on the stage_Фё─ё¤; rather, I want all of us to be actively involved in our learning.  In addition, I will ask you to take responsibility for your learning; you need to choose to actively engage in our course in order to fully achieve the course learning outcomes. 

2.  Cooperative and Collaborative:  I do not want a classroom that is competitive; the success of some should not come at the expense of others.  We can learn more by working together and by sharing the knowledge that we each have.

3.  Relevant:  Schools do not exist in vacuums.  We are part of our community.  It_Фё─т╚s my hope that we will use this class as an opportunity to think and reflect on the world we live in and to make connections between the worlds represented in our course texts and our own lived experiences. 

4.  High Expectations:  Classes should be intellectually demanding, and assignments should challenge us to exceed our current levels of development.  I expect you to actively engage in our course, to be interested and excited in the work we_Фё─т╚re doing, and to have high expectations for yourself. 

5.  Critical Thinking and Inquiry: We will strive to engage in a healthy skepticism of ideas, both our own and those of others.   Unexamined ideas are not worth expressing.  We all have opinions, but if we close ourselves off to the examination of ideas, then we open ourselves to indoctrination and proselytization.  Inquiry is a means of arriving at meaning through asking questions.  We will ask many questions in our quest to arrive at new meaning.

6.  Dialogue: This will be our primary means to engage in critical thinking and inquiry.  In order to test our ideas, we need to be willing to engage in dialogue to both share and listen to ideas in verbal discussions and through writing. 

7.  Aloha:  I believe learning environments should demonstrate a high level of respect for everyone involved, and it should maintain the dignity of all participants.  I will ask that we all work to create a learning environment that is caring and respectful.  I also ask that we assess our communication and actions in light of these goals, so that we work daily to make these goals a reality in the classroom.  We need to remember that respect is a process; when we look at it solely as an end product, then we forget the constant and continuous decisions we need to make in order to participate in ways that are mindful of respect.  


Further, I expect students:

·         To actively and respectfully engage in class and to take responsibility for their own learning.

·         To be fully present in class and to set high expectations for themselves.

·         To be excited about their learning. 

·         To engage in critical thinking, dialogue, and inquiry.

Honors and Awards

NISOD Excellence Award, May 2005.
Phi Beta Kappa, 1997.