My background as a first generation college student and experiences navigating higher education guide my teaching in several important ways. I intimately understand the challenges that students from non-traditional backgrounds and those from diverse groups may experience and I am committed to creating an environment in which all of my students realize their potential and are successful in their studies and careers. My pedagogical training and experiences allow me to realize this goal by developing a teaching approach and instruction that focuses on community, collaboration, and critical thinking. Within the classroom, I cultivate a space that encourages an ethic of care allowing us to collectively engage in difficult dialogues and respond to personal and societal challenges as they relate to the class material. As a child of refugees with little guidance through the higher education system, I understand the challenges that students from systematically marginalized backgrounds may experience. By fully embracing diversity and striving to be a resource for students who may experience hardships navigating the higher education system, I am strongly committed to inclusion and excellence in teaching

My approach to teaching involves three related elements. The first element that I believe is crucial to effective teaching and learning is creating a positive environment, where students feel valued and respected. I do this by encouraging students to share their thoughts often. I believe that each student brings a wealth of knowledge and experience to the classroom. This is closely connected to the second element, where I strive to teach to diverse needs and ways of learning. This inclusive environment allows students of diverse social, economic, age, gender, and learning abilities to engage with the class in ways that are most fitting to their learning abilities. The students’ diverse experiences and backgrounds help us learn from one another, creating meaningful connections and a community of understanding. These factors lead to the third element I believe is important to learning, which is to promote critical thinking. I aim to provide students with the resources to critically examine media structures and processes that will help produce a community of socially and politically aware students. I do this by providing clear and engaging information through lectures and other class activities to help students understand theoretically complex topics. I hold students to high standards, as I believe they think critically when rigorously engaged in the content. At the same time, I aim to create an inclusive environment, so that students identify the importance of learning from one another. 

Through my teaching, I’ve been able to connect with students, specifically those who do not often see themselves represented in higher education. Specifically, students of color, women, and those from non-traditional backgrounds have sought my guidance for navigating the structures and practices that in many ways attempt to exclude them. My teaching extends beyond the classroom in my mentorship, where I am sincerely interested in working alongside my students to develop individual plans to help them reach their academic and career goals. 

I am strongly committed to excellence in teaching, as evidenced by my students’ quantitative and qualitative evaluations of my performance in the classroom. One student in my introductory journalism course has written: 

“Every time I went to class, I would feel invested and intrigued by what was going on in class. The class discussions were engaging and very informative, they didn’t feel painful to do. Azeta Hatef presented whatever she was teaching us in this course with passion, and it shows. I felt engaged by the various issues and topics plaguing journalism to this day and understanding why it’s so important. I’m so grateful I took this course because the teacher was superb and the main ideas/lectures were extremely informative. The way everything was presented was each to comprehend and talk about.”

Other students have commented: 

“Professor Hatef is one of my favorite professors at Emerson College. Her courses are always super interesting, engaging, and open for communication and discussion.”

“I feel like this has been the most useful journalism course I’ve taken so far at Emerson, I’ve learned a lot about ethics and generally how to be a better reporter.”

Another student in a senior-level comparative media systems course has written about my teaching: 

“Professor Hatef has created one of the most engaging and thought-provoking learning environments I have ever been privy to in my 4 years at Penn State. She consistently arrived to class with an energy and attitude that was contagious and I have never once left feeling as if I didn't take something away. She was incredibly resourceful and always encouraged the class to reach out if we had any questions about the material and made herself available via email and office hours. I wish more of my teachers were this attentive and cared as much for their students as Professor Hatef did throughout this semester.”

Based on my pedagogical experiences and credentials, my teaching was recognized by theHarold F. Martin Graduate Assistant Outstanding Teaching Award in 2016-2017, a University-wide award acknowledging excellence in teaching. I have experience teaching at large public institutions as well as small liberal arts colleges. Furthermore, my teaching philosophy is strongly connected to my research interests and service, as I explore questions of identity, marginality, and belonging in my scholarship. I am committed to student development and inclusion as evidenced by my membership in the Fulbright Grantee/Alumni Advisory Board of Europe, where I have worked alongside a committee of students and scholars to provide support and meaningful experiences for students of diverse backgrounds and experiences. I believe I offer the teaching experience, skills, and compassion to serve as a mentor and advisor to help students fulfill their academic and professional goals.