Evidence of Teaching Effectiveness (course evaluations, professionalization activities)
University of Washington Impacting Woman Award (2019)
Women Who Swim Against the Current Award (2014)
Outstanding Collegian Award (2013)
As an instructor, I have multiple roles and identities. To be an instructor is to teach intersectionality, resistance, resistance, and empowerment. In this age, the instant, ubiquitous availability of knowledge puts enormous responsibility on the individual as they try to sift through, apply, and share information. This is not a simple cognitive exercise. Success requires an environment of self-awareness, empathy, and collaboration. Student performance is evaluated by the ability to grow and apply learned skills, which sets the foundations to move gracefully in a complex world.
Political Science is a discipline where many teaching techniques flourish. I work to incorporate a mixture of lecture, small-group discussions, and activities. Students respond well to the mix of forms, being able to discuss their own interests and arguments in class debates and workshops, present a topic to the rest of the class as the ‘resident expert,’ ask questions in a lecture format, or engage each other in experiments illustrating themes such as ‘tragedy of the commons’ or ‘the prisoner’s dilemma.’
Studying political science involves understanding how the actions of individuals, groups, and states create our understandings of norms and political systems. Student complete the course understanding that our current political reality is the consequence of major events and changing mindsets so they are better prepared to act as aware political actors themselves in the world.
Universal Design Statement
I continue to engage in teaching professionalization, including universal design training. My commitment to Universal Design manifests in the structure and format of my classes. Universal Design is an everyday investment in making learning accessibility for all students, enriching daily classroom experiences. I have implemented the following structures with low maintenance and long-lasting positive benefits:
- Syllabi and instructor handouts are provided in dyslexia-friendly typefaces
- Recordings are allowed, and in some cases provided for students
- Course readings and material costs are kept as low as possible while maintaining field relevance and quality. All readings have digital format options
- Ongoing relationships are maintained with the University Disability Resources and Services Office
- In lectures, key points are referenced through a variety of formats (e.g. verbally, graphically, or via notes)
- Videos are captioned or have a text transcript available
- Assessment is gauged through a variety of methods (e.g. papers, presentations, tests, quizzes, oral exams)
Teaching Assistant. University of Washington (2015-Present)
Taught discussion sections for political science courses. Responsible for all section planning, grading, and advising undergraduate students on class and career topics. Cultivated online presence and participation across multiple courses.
Access Worker. Disability Resource Center, UW (2015-Present)
Developed and coordinated environments for students requiring disability-related accommodations. Responsive to student needs and timely in conducting exams for students with various needs.
Instructor. eWay Learning Center (2018-2019)
Designed intensive English, writing, and debate curricula for minority college-bound students. Accelerated reading level growth and enhanced critical analysis skills. Effective at working with ESL and international students.
Instructor. Center for Teaching and Learning, UW (2017-Present)
Planned and led courses for incoming graduate teaching and research assistants. Created course objectives, activities, and resources. Taught ‘Dealing with Difficult Classroom Situations’ and ‘How Students Learn’ sessions, receiving high relevance and helpfulness feedback from participants. Archived materials with the Teaching Center.
Instructor. Experience America (2017-2019)
Taught and supervised high school international student workshops, activities, and lectures on American business culture, political environment, and political history, focusing on civil rights. Guided student final project preparation and presentation while working diverse student needs and cultural backgrounds.
Instructor. Literacy Source (2016-2018)
Created lesson plans and led long-term group language development projects. Worked with classrooms, small groups, and individuals to identify and commit to short and long-term goals. Tracked student growth and identified steps necessary to achieve individual and curriculum learning outcomes.
Instructor. Telemark University College (2014-2015)
Taught English and Norwegian vocabulary and grammar to international students, with students hailing from 7+ native languages. Tutored native English speakers in Norwegian vocabulary and grammar. Skilled in explaining concepts in accessible language. Competent in assessing student comprehension and working with cultural and language needs.
I offer a number of different syllabi for International Relations, Comparative Politics, and Qualitative Methodology in Social Science.
Introduction to International Relations
How do we understand contemporary politics? Is international political behavior merely an extension of individual desires and flaws? This course serves as an introduction to the study of important issues in contemporary international relations, focusing from World War I to the present. The course teaches students basic concepts and theories to make sense of current events and the recent history that has shaped how states and other actors interact with one another. Major topics include international cooperation, security and conflict, trade, international law, and human rights. We will explore World War II, the Cold War, globalization, and global North-South relations. Student will be able to critique major theories that attempt to explain global affairs and explain historical and current events through the lens of these theories.
Introduction to Comparative Politics
This course is organized around questions that reflect interesting phenomena that scholars have sought to answer. Topics include democracy, dictatorships, the role of the state, and political parties. We also explore questions of identity, race and ethnicity, violence, civil war, and revolution. Through this course, students will develop substantive knowledge and practical sills. Students will encounter real-world puzzles from states of various sizes, levels of development, cultures, and region, and learn comparative politics theories that attempt to explain them. Students will develop reading and writing skills through reading scholarly articles and responding to them through papers, in-class assignments, and discussions.
Individuals, Society, and the State
What is society? How do we as individuals fit into it? Conversely, how does society shape individuals- their behavior, interests, and capabilities? In the big picture, how can we think of societies at the global level? This course explores various theoretical responses to these questions while introducing students to discussions on the role and responsibilities of individuals, societies, and states in political science. Students will find that these discussions draw from sociology, history, and political philosophy. Drawing from the theories of Western and non-Western scholars, his course situates students to think about the connections between small and large scale politics and expressions of power. Readings cover theoretical and empirical investigations into class inequality, racial/ethnic inequalities, social movements, nations, states (and nation-states), individuals in democratic and authoritarian societies, and globalization. Students are empowered to situate themselves in the course of history and as figures situated within multiple, concentric layers of organization.
Many of the most serious challenges facing humanity are global in nature. Why do different societies and states respond differently to these challenges? What causes some environmental policies to be implemented while others stall? This course provides an introduction to the political forces that influence environmental policy outcomes. It draws from theories from political science, public policy, sociology, and related disciplines to analyze how ideas, individuals, interests, and institutions shape the processes by which policies emerge, gain traction, and are implemented. Students will be able to think systemically about these processes and compare their intent versus effect ‘on the ground’. The course looks at global phenomena, state-specific issues, and local events. Topics include environmental justice, pollution, biodiversity loss, deforestation, green energy, and overfishing.
Qualitative Methodology for the Social Sciences
You know what interests you, and want to conduct research on the topic. But as you begin, how do you determine what you research question is? After that, how do you decide how to study the question? This course in research methods prepares students to understand what goes into a thoughtful research design, and introduces them to the major methods in qualitative research. This course will provide a foundation from which students may use the knowledge and practices gained for future academic and non-academic projects. Upon completion of the course, students will know concrete skills, such as how to conduct a theme analysis, identify common narratives, synthesize data streams, develop a research question into a full paper, and fit a research question in a larger body of literature. Students will also learn abstract skills, including develop confidence in multiple forms of interpersonal communication, evaluate the fit of tools to address problems, and be able to elaborate the importance of specific issues to a wider audience.