My teaching philosophy prioritizes the development of critical thinking skills, the cultivation of competency in academic research and writing, and the fostering of inclusion in the classroom. To accomplish these goals, I structure my readings and assignments in ways that bridge the gap between the academic classroom and students’ broader communities.
Critical Thinking Skills
My teaching philosophy centers around helping a diverse body of students develop their critical thinking skills. After completing my courses, students should be able to interpret and interrogate theoretical and empirical concepts and to draw on these concepts to explain phenomena in the social world. In order to foster these skills I employ several tactics. First, I teach students how to find and summarize the thesis statement of an article or book, as well as how to identify the data and methodology being used to support an argument. Learning to break down the components of academic work in this way builds skill and confidence for students while also normalizing the process of academic writing and analysis. Second, I connect academic readings to examples from current events and media. During class discussion I guide the class through the work of applying theoretical concepts from class to relevant practical examples. In some courses I have extended this practice by having students apply these same skills in short memo writing exercises where I ask them to apply theoretical concepts from course readings to analyze empirical vignettes. I find that this approach not only helps students grasp key terms, but it also helps to make often complex theoretical concepts become more relevant by connecting them to their interests and lives.
Research and Writing Skills
I believe providing students with an opportunity to write an analytical paper based on primary research is key to developing their critical thinking skills and sociological imagination. To this end, students in my courses learn how to design and execute a research paper. Because early-stage undergraduates often have little experience doing primary research I provide them with models and examples of each element and stage of the research process. Drawing on class readings, I demonstrate how analytic papers are formatted and highlight the key elements of effective methodology sections and literature reviews. A series of homework assignments accompany this instruction in which students are required to draft sections of their research papers as part of class assignments. Students also work collaboratively to workshop their ethnographic or interview data, discussing their preliminary analysis and findings with their classmates. I provide detailed feedback on each component of their projects throughout the course and give them opportunities to revise and develop their final papers over time.
I am also firmly committed to improving and developing students’ writing skills. Students come to college with varying levels of instruction and experience with writing and often benefit from targeted instruction around writing mechanics and style. During my first quarter as a teaching assistant, I designed a writing seminar designed to help undergraduates learn the structure, style, and rigor of writing at the college level. In this seminar I covered the structure of papers, effective use of evidence, building compelling and clear claims, and the importance of outlining and revision. In addition to skill building, I aimed to increase their confidence and experience with producing analytically sound writing in the social sciences. I have offered this supplementary seminar to students in a number of my courses and have received extensive positive feedback about its accessibility and effectiveness.
Innovation and Inclusion
When I began teaching undergraduates I became acutely aware of the importance of developing innovative and inclusive means for engaging and supporting students inside and outside of the classroom. In order to meet the constantly evolving learning needs of students from diverse backgrounds I attend university-sponsored pedagogical training opportunities and engage in training and workshops. I strive to incorporate a diversity of thought and experience into my teaching – pairing more traditional texts with materials and examples that are representative of the experiences and perspectives of individuals that often go unheard in the academy. I use research and writing assignments as opportunities to expose students to an extended set of experiences and perspectives outside of their own. Through this I foster an open classroom environment where students can draw on a number of frameworks for actively engaging, exploring, and critiquing the social world.
Academic Mentoring
A recipient of excellent mentoring throughout my academic career, I know the importance of having teachers who are deeply invested in the academic curiosity, growth, and success of their students. I aim to serve as such a resource for my students. I make it a priority to create a flexible and open schedule, meeting individual student needs and working one on one to develop skills and confidence around course materials and assignments. I also try to connect undergraduates to resources and opportunities that will bolster their success, regularly offering supplementary reading and media lists pertinent to course topics, as well as information on internships and research opportunities related to their sociological interests. In addition, I draw on my connections across disciplines and centers at the university to foster relationships for students with faculty, graduate students, and administrators that add to their experiences and success. I often provide advice for students on their future career options – helping them consider the broad range of options associated with their degree while suggesting avenues for aligning their interest and passions with meaningful career opportunities. While I have had the opportunity to build strong mentoring relationships with a variety of students, I have worked particularly closely with first-generation students, LGBTQ students, and students of color. As a first-generation student from a low-income background, I am able to draw on my own experiences and knowledge to connect with and help students from marginalized backgrounds as they navigate the complexities of the university system and the uncertainties of post-graduation plans.
Courses Taught
Instructor
Teaching Assistant:
Critical Thinking Skills
My teaching philosophy centers around helping a diverse body of students develop their critical thinking skills. After completing my courses, students should be able to interpret and interrogate theoretical and empirical concepts and to draw on these concepts to explain phenomena in the social world. In order to foster these skills I employ several tactics. First, I teach students how to find and summarize the thesis statement of an article or book, as well as how to identify the data and methodology being used to support an argument. Learning to break down the components of academic work in this way builds skill and confidence for students while also normalizing the process of academic writing and analysis. Second, I connect academic readings to examples from current events and media. During class discussion I guide the class through the work of applying theoretical concepts from class to relevant practical examples. In some courses I have extended this practice by having students apply these same skills in short memo writing exercises where I ask them to apply theoretical concepts from course readings to analyze empirical vignettes. I find that this approach not only helps students grasp key terms, but it also helps to make often complex theoretical concepts become more relevant by connecting them to their interests and lives.
Research and Writing Skills
I believe providing students with an opportunity to write an analytical paper based on primary research is key to developing their critical thinking skills and sociological imagination. To this end, students in my courses learn how to design and execute a research paper. Because early-stage undergraduates often have little experience doing primary research I provide them with models and examples of each element and stage of the research process. Drawing on class readings, I demonstrate how analytic papers are formatted and highlight the key elements of effective methodology sections and literature reviews. A series of homework assignments accompany this instruction in which students are required to draft sections of their research papers as part of class assignments. Students also work collaboratively to workshop their ethnographic or interview data, discussing their preliminary analysis and findings with their classmates. I provide detailed feedback on each component of their projects throughout the course and give them opportunities to revise and develop their final papers over time.
I am also firmly committed to improving and developing students’ writing skills. Students come to college with varying levels of instruction and experience with writing and often benefit from targeted instruction around writing mechanics and style. During my first quarter as a teaching assistant, I designed a writing seminar designed to help undergraduates learn the structure, style, and rigor of writing at the college level. In this seminar I covered the structure of papers, effective use of evidence, building compelling and clear claims, and the importance of outlining and revision. In addition to skill building, I aimed to increase their confidence and experience with producing analytically sound writing in the social sciences. I have offered this supplementary seminar to students in a number of my courses and have received extensive positive feedback about its accessibility and effectiveness.
Innovation and Inclusion
When I began teaching undergraduates I became acutely aware of the importance of developing innovative and inclusive means for engaging and supporting students inside and outside of the classroom. In order to meet the constantly evolving learning needs of students from diverse backgrounds I attend university-sponsored pedagogical training opportunities and engage in training and workshops. I strive to incorporate a diversity of thought and experience into my teaching – pairing more traditional texts with materials and examples that are representative of the experiences and perspectives of individuals that often go unheard in the academy. I use research and writing assignments as opportunities to expose students to an extended set of experiences and perspectives outside of their own. Through this I foster an open classroom environment where students can draw on a number of frameworks for actively engaging, exploring, and critiquing the social world.
Academic Mentoring
A recipient of excellent mentoring throughout my academic career, I know the importance of having teachers who are deeply invested in the academic curiosity, growth, and success of their students. I aim to serve as such a resource for my students. I make it a priority to create a flexible and open schedule, meeting individual student needs and working one on one to develop skills and confidence around course materials and assignments. I also try to connect undergraduates to resources and opportunities that will bolster their success, regularly offering supplementary reading and media lists pertinent to course topics, as well as information on internships and research opportunities related to their sociological interests. In addition, I draw on my connections across disciplines and centers at the university to foster relationships for students with faculty, graduate students, and administrators that add to their experiences and success. I often provide advice for students on their future career options – helping them consider the broad range of options associated with their degree while suggesting avenues for aligning their interest and passions with meaningful career opportunities. While I have had the opportunity to build strong mentoring relationships with a variety of students, I have worked particularly closely with first-generation students, LGBTQ students, and students of color. As a first-generation student from a low-income background, I am able to draw on my own experiences and knowledge to connect with and help students from marginalized backgrounds as they navigate the complexities of the university system and the uncertainties of post-graduation plans.
Courses Taught
Instructor
- Sociology of Higher Education (2018-19) Winner of a Robert Park Lectureship for self-designed course.
Teaching Assistant:
- Policing the City (2017-18).
- Sociology of Deviant Behavior (2017-18).
- Urban Structure and Process (2016-17).
- Gender and Sexuality in World Civilization (2016-17).
- Power, Identity, and Resistance II (2015-16).
- Power, Identity, and Resistance III (2015-16).