Teaching

Advancing educational equity is central to my teaching philosophy. This starts with recognizing that students have varying sources of deep wisdom and trusting students to be the best experts on their own strengths and areas for growth. I aim for an inclusive pedagogy that considers a range of perspectives and learning styles and prioritizes students’ humanity. I ask students to develop learning goals and to assess their own growth, offer multiple ways to complete assignments, incorporate student interests and expertise into lesson plans, collaborate with them to develop classroom expectations, and make myself available outside of class. When mentoring students, I focus on supporting them to build the skills they seek and connecting them with academic/ professional development opportunities and resources, if they so desire.

I have developed my teaching skills and style through a number of courses. In spring 2016, I co-instructed a research practicum in which undergraduate students used administrative data from the King County and Seattle Housing Authorities to examine residential mobility rates and neighborhood characteristics of households using Housing Choice Vouchers in King County, WA.

In summer 2018, I taught A Sociology of Housing in the U.S. In this course, we traced the ongoing history of private property and housing systems in the U.S., and the role of settler colonialism therein.

Most recently, I was the teaching assistant for a study abroad course, Christianity in Rome: Church v. Empire, Church as Empire. This course was based in Rome, Italy in spring 2019 and focused on the development of Christianity as an institution.

In fall 2019, I am teaching the education practicum, which is a 400-level undergraduate seminar course that incorporates regular volunteer service in a local public school.

I have also instructed an introductory statistics course (summer 2015) and assistant taught additional statistics courses (fall 2014 and fall 2016), social science research methods (spring 2015 and fall 2016), and the sociology of education (winter 2017).