I have extensive experience teaching across a range of diverse formats and subjects. In recognition of my commitment to teaching, I was awarded the John Kingdon Award for Outstanding Teaching and the U-M Teaching Certificate (Details on the Certificate can be found here). I also completed a month-long seminar on Preparing Future Faculty from the Center for Research on Learning and Teaching. Prior to graduate school, I tutored ESL in New York City in conjunction with NYU School of Law and was a Fulbright Teaching Assistant in South Korea.
I am interested in offering courses at both the undergraduate and graduate level, including: introduction to American politics, public opinion and elections, race and politics, urban politics, representation, political psychology, persuasion, survey and research design. In the spring of 2017, I will teach an upper level public opinion course, with an emphasis on race and ethnicity, at New York University.
A summary of my teaching experience is listed below. In addition to the formal teaching experiences listed here, I have also served as an external reader on undergraduate thesis committees and mentored other political science Graduate Student Instructors as they prepare for teaching.
Description of Teaching Experience
|Fall 2011||Contemporary Issues in American Politics (Greg Markus)||To complement instruction in lecture, I led two classroom sections of 15-25 students. Meeting twice a week, sections were often discussion-based and allowed students to gain clarity on lecture concepts as well as develop more nuanced understanding of the course materials. I also conducted a series of workshops to improve students’ writing skills. Additionally, I held regular office hours, review sessions and graded students’ essays (5 essays were required throughout the semester).|
|Winter 2012 & Fall 2012||Persuasive Politics (Arthur Lupia)||I led three classroom sections of 25 students each. Meeting weekly, sections provided reinforcement of lecture material and helped students develop their final group presentations. Specifically, I ran a series of workshops in which students presented and solicited feedback on their group presentation often informally – through classroom discussion – as well as formally, through surveys. Additionally, I assisted the professor in designing the midterm exam and selecting reading assignments. I held regular office hours, review sessions, and graded all exams and essays.|
|Winter 2013||Introduction to American Politics (Ken Kollman)||To complement instruction in lecture, I led two classroom sections of 25 students. Meeting twice a week, sections reinforced the lecture material through discussions, group work, in-class writing assignments, and student-led presentations. Additionally, I arranged for relevant practitioners to video-chat with the students, allowing students to observe the connection between the academic material and the applied political world. Working with four other Graduate Student Instructors, I assisted in the creation of all class assessments – including three in-lecture quizzes, midterm and final exams, and an essay prompt. I also designed daily quizzes for my sections and graded all of my students’ assignments in addition to holding office hours and review sessions.|
A list of potential courses, a sample syllabus, teaching philosophy, and teaching evaluations are available upon request.
The painting featured on this page is Jacob Lawrence’s The Migration of the Negro, panel 58, 1940-41. Casein tempera on hardboard. The Museum of Modern Art, New York, New York.