Teaching Philosophy

The classroom is an environment in which gendered, classed, sexualized, and racialized notions are powerfully salient. I think it is vital for academics and researchers to consider the ways they share and create knowledge in the classroom, particularly for scholars who study marginalized communities. While I have taught primarily policy and quantitative methods courses, I aim to practice a critical education pedagogy. In my classrooms, I hope to co-create the learning experience and empower students to challenge assumptions and statements provided in the readings, theoretical framings, and practical applications.

In quoting bell hooks in my headline, I hope to encourage my peers and my students to challenge me – and themselves – every time they enter into a discussion. I have found that students and instructors learn best when the responsibility for learning is shared and modeled as a partnership.

Teaching Experience

2017
Brown University, Department of Sociology
Teaching Assistant, Introductory Statistics for Social Research, Elizabeth Fussell (Winter 2017)

2016
Brown University, Department of Sociology
Teaching Assistant, Micro-Organizational Theory: Social Behavior in Organizations, Instructors Mark Suchman and Dan Hirschman (Fall 2016)

2015
University of Michigan, Ford School of Public Policy Public Policy and International Affairs
Graduate Instructor, Microeconomics, Instructor Janet Gerson (Summer 15)

2015                
University of Michigan, Ford School of Public Policy
Graduate Student Instructor, Applied Econometrics, Instructor John DiNardo (Winter 15)

2014                
University of Michigan, Ford School of Public Policy
Tutor, Statistics for Social Sciences, Instructor Catherine Hausman (Fall 14)

2013                
University of California Berkeley, Goldman School of Public Policy
Student Teacher, Lobbying for Your Education (Spring 13)