Teaching
Updated Summer 2025
conceptualizing learning Learning takes place when students form meaningful connections between concepts, their lived experiences, and each other. I believe a central goal of education is cultivating the ability to think critically and situate abstract ideas in real-world contexts. In my classroom, I prioritize reflection, dialogue, and relevance over rote memorization, encouraging students to apply what they learn to the social world around them.
cLASSROOM CULTURE Students learn best when they feel safe, included, and respected. I see students as contributors whose experiences and perspectives enhance our collective understanding. Building this kind of classroom culture begins before challenges arise is important, so I work with students to co-create community agreements, hold one-on-one check-ins throughout the semester, and center transparency and care in all aspects of communication. When a student’s choices raise concern, I address it respectfully, with the understanding that people bring different values and social contexts into the classroom.
CONCEPTUALIZING TEACHING My goal as a teacher is to help students experience “a-ha” moments; those sparks of insight where complex or unfamiliar ideas suddenly become clear and relevant. I facilitate these moments by designing activities that invite students to explore connections across theory, current events, and personal experience.
For example, in a qualitative methods course, I assign a two-part database activity where students first find an article using qualitative methods, then locate one about those methods. This builds familiarity with technical tools while reinforcing core concepts. In an introductory course, we might analyze a sitcom for gender roles, identify class consciousness in a film clip, or apply dramaturgical theory to the on-screen/off-screen behavior of online content creators. Each activity is crafted to cultivate curiosity and discovery rather than simply delivering conclusions.
LEARNING OUTCOMES I want students to leave my classes having engaged with foundational sociological concepts, particularly those related to power, agency, and social structures, and with the confidence to apply them in varied settings. Whether or not they pursue sociology, they should leave with transferable skills: media literacy, analytical thinking, effective writing, and digital fluency. For example, students might gain experience using academic databases, analyzing social media with theoretical lenses, or composing reflective essays. These tools can enrich their academic and professional trajectories while also deepening their engagement with the world.
COURSE DESIGN AND ASSESSMENT Executing these goals requires intentional course and assignment design. With limited weeks in a term, my approach emphasizes adaptable, layered assignments that serve multiple purposes.
In methods classes, I integrate assignments that build toward larger projects while also developing technical competence. In topical courses, we engage current events from multiple analytical levels, such as examining how immigration policy affects families, neighborhoods, and online communities. When I assign in-class writing or short essay responses, I avoid memorization-heavy questions in favor of prompts that encourage reflection, application, and critique.
When it comes to assessment, I utilize Bloom’s Taxonomy (1956) as a lens for assessing student understanding and engagement. For instance, an introductory-level course might begin with media analysis assignments to assess “understanding,” then shift into applied group projects or peer teaching for “applying” and “analyzing.” In upper-division or graduate courses, I incorporate critical reviews or final projects where students “evaluate” existing research and “create” original contributions. This scaffolding supports students’ development across multiple cognitive levels while offering space for creativity and critical engagement.
Syllabi
Teaching Assistant Materials Development
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