As an instructor of sociology I have the privilege of showing my students a discipline that directly speaks to the events that are relevant in their multiple worlds. In order to do this teaching, however, I also have the challenge of knowing my students well and learning how their past experiences impact their present learning so that I can intentionally provide a supportive, engaging environment in which every student learns how to use sociological tools to think critically about the social world. As such, I have sought to be a publicly engaged scholar and an active instructor, both of which were recognized by Columbia University’s Sociology Department with the Charles Tilly Outstanding Teaching and Scholarship Award in 2014. Since then, I have been encouraged to continue developing my teaching in a range of different contexts, from social theory and methods courses at Columbia University, to mixed-methods trainings in smaller research group environments.
Below are the courses that I have served as a lecturer. Please send me a message if you would like to have access to the syllabi, I would be happy to share them.
University of Michigan
2020 – Power, Politics and Society (undergraduate)
2022 – Poverty and Inequality in the Global South (undergraduate)
2023 – Power, History, and Social Change (graduate)
2016 Evaluation of Evidence (undergraduate)
Inclusive Teaching Workshops
Throughout my academic career, I have sought opportunities to stimulate conversations about diversity among my colleagues. At Columbia, I first served as a Lead Teaching Fellow, and organized departmental-wide workshops about Inclusive Teaching. I discovered that although sociologists are trained to think about the ways that multiple identities intersect and affect life outcomes, we tend not to reflect about how our own teaching strategies can reproduce inequalities. My workshops sparked great ideas for simple, yet effective changes graduate instructors could make to include all types of learners and to build on student diversity to stimulate participation in the classroom. With the goal of deepening these conversations, I then served as a Senior Lead Teaching Fellow, co-facilitating a three- part workshop on inclusive assessment open to the broad Columbia community. In each section, I organized discussions about how to address diversity at the three key stages of the assessment process – when designing, grading, and providing feedback to students. By combining a discussion on universal design assessment and pedagogies of liberation – particularly the teachings of Paulo Freire and bell hooks, I provided participants with hands-on strategies for grading inclusively.