My teaching philosophy is greatly influenced by my former professional roles, in which I designed civics, service learning, and restorative justice curriculums for middle school, high school, and undergraduate students. I strive to create a classroom environment in which students can see aspects of their own identity and experiences reflected in sociology, policy, and ethics. The college classroom is an environment in which dynamics of race, gender, sexuality, and class are particularly prominent - I work to reflect upon my role as an instructor in acknowledging these power structures, and use texts and examples that reflect diverse voices.
I believe deeply in the power of asset-based approaches of community-engaged learning and co-creating knowledge alongside students. When possible, I especially enjoy incorporating pop-culture or policy examples into my teaching. I've taught class sessions on the sociology behind topics including reality television, the "Summer of Scam," France's "yellow vest" movement, and the role of philanthropy in Detroit's Grand Bargain.
Below are a collection of statements around classroom environment and "hidden curriculums" that I have included in previous syllabi; please feel free to use and adapt as you see fit. I am grateful to Dr. Jessica Calarco and Dr. Anthony Jack for informing my practice in this area.
HARVARD UNIVERSITY, TEACHING FELLOW
A 305 - Deeper Learning for All: Designing a 21st Century School System
F 101A - How People Learn (Course for incoming master's students to the Graduate School of Education)
UNIVERSITY OF MICHIGAN, GRADUATE STUDENT INSTRUCTOR
PUBPOL 587 - Public Management (Required core course for Master of Public Policy students)
SOC 215 - Organization and Society (Field overview of organizational sociology for undergraduate students)
ORGSTUDY 204 - Nonprofit organizations (Grader, undergraduate elective course)