Citrus College is welcoming three new full-time faculty members this fall: Abraham Nesheiwat, Peter Rodriguez and Nestor Mendoza. Each brings different experience and teaching styles to Citrus.
Although they teach different subjects, Nesheiwat, Rodriguez and Mendoza share a similar goal: helping students feel supported, build confidence and succeed beyond the classroom.
Nesheiwat teaches communication studies, focusing on public speaking and argumentation and debate. He has been teaching for 12 years and also coaches speech and debate.
“One of the things I value most about teaching is getting to work with students at different points in their academic and personal journeys,” Nesheiwat said.
Nesheiwat wants his classes to be active and welcoming. He believes students learn communication best by actually practicing it.
“Communication is something students have to do, not simply read about, so my classes tend to be interactive,” he said. “Students have opportunities to speak, practice, collaborate, listen, give and receive feedback, and apply concepts to situations they encounter in their own lives.”
Nesheiwat also wants to create a classroom where students can grow through the learning process.
“My goal is to create an environment where students can make mistakes, learn from them, and recognize that improvement is part of the process,” he said.
He hopes students leave his classes feeling more confident about using their voice.
“If a student finishes my class thinking, ‘I can do this. I know how to use my voice, and I know that my ideas matter,’ then I feel like we have accomplished something meaningful,” he said.
Rodriguez teaches Ethnic Studies 101: Introduction to Ethnic Studies and Ethnic Studies 116: Introduction to Chicano/Latino Studies. This fall marks his fifth year of teaching.
Before becoming a professor, Rodriguez worked as an English tutor, supplemental instructor and teaching assistant. He has taught different types of students, including high school students through dual enrollment, college students at the University of Redlands and incarcerated students through Chaffey College’s Rising Scholars Program.
“Each of these experiences has challenged me to rethink how I teach and reminded me that there is no single type of college student,” Rodriguez said. “Every classroom brings unique experiences, perspectives, and strengths, and I strive to meet students where they are while helping them grow into where they want to be.”
Rodriguez wants his classroom to be a place where students feel comfortable speaking and sharing their ideas.
“I work hard to create a classroom where students feel comfortable participating because they know they will be heard, respected, and supported,” he said.
He sees his classroom as more than a place where students listen to a professor.
“I see my classroom as a space for dialogue rather than simply a place to deliver information,” Rodriguez said. “Students bring valuable knowledge through their own lived experiences, and I encourage them to connect those experiences with the histories, scholarship, and perspectives we explore throughout the semester.”
Rodriguez believes students learn best when they feel like they belong.
“My teaching philosophy is deeply student-centered and grounded in the belief that students learn best when they feel they belong,” he said.
He hopes students leave his classes with more than just knowledge about history.
“I hope they leave with greater empathy, curiosity, and care for the people around them,” Rodriguez said. “Ethnic Studies isn’t simply about learning history, it’s about learning to understand one another and recognizing humanity in experiences that may differ from our own.”
Mendoza teaches in the barbering program at Citrus. His classes teach students haircutting, styling, sanitation, safety and other skills they need to work in the barbering industry.
Mendoza has been teaching barbering since 2021. He said he enjoys sharing what he has learned from working in the industry with his students.
“Teaching has been really rewarding because I get to take the experience I’ve gained behind the chair and pass it on to the next generation of barbers,” Mendoza said.
Mendoza wants his classroom to be welcoming and hands-on. He encourages students to ask questions and learn from their mistakes.
“I want students to feel comfortable asking questions, making mistakes, and learning from those mistakes,” he said. “Barbering is a skill that takes repetition, so I encourage students to practice, support each other, and not be afraid of getting something wrong the first time.”
Mendoza believes students learn in different ways and at different speeds.
“Not everyone learns the same way or at the same pace, so I believe in demonstrating skills, explaining the ‘why’ behind what we’re doing, and then giving students the opportunity to practice it themselves,” he said.
He also believes that practice and consistency are important.
“You don’t have to be perfect, you just have to keep showing up,” Mendoza said. “You have to practice, and get a little better each time.”
More than teaching barbering skills, Mendoza wants his students to feel confident in their work and prepared for a career.
“More than anything, I want my students to leave my class with confidence in themselves and pride in their work,” he said. “Of course I want them to become skilled barbers, but I also want them to understand professionalism, communication, work ethic, and how to build relationships with people.”
