Summary & Philosophy
My teaching pedagogy centers around four core methods to help students develop a sociological way of thinking about the world: creating an inclusive classroom; facilitating intellectual risk-taking; engaging students through questions; and teaching students how knowledge is produced. As a scholar of knowledge, I have a great interest in teaching my students about the process through which the research they are studying was produced. As bell hooks writes, "Education can only be liberatory when everyone claims knowledge as a field in which we all labor." Together, we interrogate the outcomes of the research studies we read, question whether the methods are sufficient to justify the results, and evaluate the logic of the arguments. To support all to participate in this process, I demand a lot from my students but also aim to create a space for identity safety in the classroom so that students can feel comfortable taking intellectual risks.
Explore below to see sample syllabi, activities, lesson plans, and rubrics for courses I have designed, as well as certifications from evidence-based teacher training.
Poverty, Inequality, and Social Policy
Sample Assignment: Policy Memorandum and Presentation
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Over the last quarter century, inequality in America has increased substantially. Why has this happened, and what can be done about it? This course examines the causes and consequences of U.S. poverty and inequality, and explores strategies for addressing it.
The course will begin by surveying the basic features of poverty, income and wealth inequality, and economic mobility in the 21st century. We cover the major theoretical explanations scholars have advanced to explain the persistence of poverty and inequality including labor markets, family structure, healthcare, and the criminal justice system. Students are introduced to a range of interventions and policy instruments aimed at alleviating poverty and inequality: income support programs, progressive taxation, and education. Students will engage in different forms of policy relevant writing and discussion, including debates, policy memoranda, and letters to policymakers.
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Social problems are in the eye of the beholder. Situations that one group describes as a social problem may not be seen as a problem by other groups of people. Social problems are generally defined by groups that have sufficient power to influence definitions of what and/or who is considered harmful to society and influence the policies and solutions that are offered to resolve related issues.
Sociology is the systematic, scientific study of the social behavior of people within groups. This course provides an overview of contemporary social problems in the United States from a sociological perspective, with a major emphasis on the ways race, class, and gender shape the development of specific social problems and the public policies offered to address them. Topics will include climate change, digital surveillance, housing and homelessness, and poverty and social inequality. We will tackle these topics to answer some of the following questions: What effect does structure - social institutions and social interactions - have on definitions of social problems? Who determines whether a societal issue constitutes a social problem? What are solutions offered to the problems, and how do these differ based on perspective? How do our individual lives connect to these larger social realities?
Group Project Assignment Sheet
Group Project Timeline & Rubric
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This course provides students with an understanding of qualitative methods for social research by focusing on (1) a selection of qualitative methods and techniques in sociology; (2) considerations for carrying out high-quality qualitative research; and (3) a review of classical and contemporary sociological works employing qualitative methods. Students gain hands-on experience by producing a qualitative research project.
I have structured the course to scaffold building up the final research project through a series of nine small assignments that students complete individually or in groups throughout the term. These range from interview transcriptions to reflective memos. Every assignment builds toward the final research product.
Gender is a central organizing principle in social relations, giving rise to institutional and social practices that distinguish between men and women on the basis of apparent difference and inequality. This course develops the sociological analysis of gender systems in contemporary American society. In this course, we will critically examine the multiple ways that gender structures the social world in which we live. We will highlight social practices at multiple levels of analysis, including biological and socialization processes at the individual level. Next, we will explore how gender shapes the interactions between and among women and men, creating and recreating gender. We will then use this multilevel framework to examine the workings of gender in the American workplace and as individuals balance work and family obligations. Finally, we will conclude by considering the possibilities of a “degendered” or less-gendered society. The central goal throughout the course is to understand how gender roles and attitudes shape social structure, and how gender inequalities are maintained in everyday social situations.
Select Teaching Materials for All Undergraduate Sociology Courses
Lesson Plan: How to read sociology research papers
Teacher Training & Certification
Association of College and University Educators (ACUE)
Micro-Credential: Promoting Active Learning Online
This micro-credential signifies my completion of an ACUE course requiring the implementation of evidence-based instructional approaches. The credential is co-issued by the American Council on Education and distinguishes faculty for their commitment to educational excellence and student success.