Independent Instructor, Sociology of Poverty & Sociological Theory
Visiting Instructor, Department of Anthropology and Sociology, Denison University
Instructor, Research Methods in Sociology
Instructor, Sociology of Poverty
Preparing Future Faculty program, Ohio State University
Tutor, Student Athlete Support Services Office, Ohio State University.
Courses: Statistics, Introduction to Sociology, Sociological Theory, Race in America, Deviance, Criminal Justice, Sociology of Gangs, Sociology of Culture, Globalization, Social Stratification, Social Problems, Men & Women in Society, Sociology of Sport, Rural Sociology, Spanish
Teaching Assistant, Research Methods in Sociology
Humanities Teaching Assistant, Minority Introduction to Engineering and Science (MITES) summer program. Massachusetts Institute of Technology. Cambridge, MA.
Health Education Volunteer, Peace Corps Dominican Republic
Taught classes in nutrition, maternal and child health, and reproductive health for adults and youth.
One of the most important debates in higher education is whether colleges and universities should offer students a broad, liberal arts education or focus instead on providing job skills. Are we educating citizens or training workers? Though these goals often have been portrayed as binary opposites, I do not believe these are mutually exclusive concerns. As a first-generation college graduate, I have a deep appreciation for the practical value of marketable skills; many students see education as an investment in their professional futures, and as an instructor I see it as my responsibility to help them develop skills they can use. However, I also believe there is far more to the human experience than selling one’s labor, and the true value of U.S. higher education lies in how it exposes young people to diverse perspectives, encourages them to be creative and to express themselves, and impels them to think deeply and reflexively. Therefore, my courses are designed to help students build necessary skill sets while exploring larger, sociologically relevant questions about human nature, social order, and meaning.
When teaching sociology classes, I have three objectives: (1) to demonstrate to students the relevance of sociological concepts and theories for understanding how their own personal experiences are embedded within broader historical events; (2) to introduce students to the field of sociology as a professional discipline and the practice of sociological research; and (3) to counteract misconceptions about society and social life.
In terms of practice, my approach to teaching emphasizes active learning, critical engagement, and relationship-building. It is well-established that students learn best by doing, so all of my courses include project-based learning opportunities. Because students need to engage with primary sources in order to develop critical thinking abilities, I help guide their inquiry as they analyze original writings. Finally, professional networking is a critical part of the college experience. Therefore, I forge enduring connections with my students and facilitate the formation of connections among the students themselves.