My academic training and professional experience allows me to teach introductory and advanced courses in American politics and public policy. In addition to my experience as a teaching assistant and course instructor, I worked for a non-profit organization that prepared first-generation students for success in college before graduate school. I am passionate about student engagement with the community and improving diversity and inclusion in higher education.
Teaching Experience
Instructor, The College of New Jersey
Undergraduate
- Introduction to American Government
- American Public Policy
- Quantitative Research Methods
Graduate (Master’s in Public Policy):
- Public Policy in Theory and Practice
- Education Policy
Instructor, Stanford University
- Digital Civil Society, Fall 2019
Certificates
- Sheridan Teaching Seminar Certificate in Reflective Teaching, Brown University 2014 - 2015
Statement of Teaching Philosophy and Effectiveness
My teaching philosophy encourages students to think critically about their roles and responsibilities as leaders and citizens. I focus on three core pedagogical objectives: developing critical thinking skills, cooperative learning, and career preparation. To encourage critical thinking skills, I work with students to connect the course material to current political issues. For example, in Introduction to American Politics students take turns presenting a weekly “Tip Sheet” presentation, which outlines 4 or 5 top stories from the news and connects it to material in the course. In an evaluation, a student remarked that “connecting the course material with modern day events, the learning experience was way more engaging.” Students enjoy applying the material to current events: “Her engagement with students and our class discussions have really expanded my understanding of the subject.” (POL110, 2024).
A core part of my teaching practice focuses on cooperative learning, providing students opportunities to work together and engage in peer discussion. For example, American Public Policy (POL305) includes a series of workshops to develop core skills like policy writing, social media strategies and elevator pitches. One student reported that the workshops prioritized active learning, “The fast feedback, policy workshops …, and case studies were by far the most valuable parts of this class for me. Learning and applying the concepts we learned were my favorite parts of this class and every workshop taught me something new.” (POL305, 2024). Cooperative learning offers a low-stakes way for students to engage analytically with their peers and receive immediate feedback.
Career preparation is critical for students. My classes focus on application of academic concepts, developing persuasive writing to help students in their future careers in policy, business, or law. Based on feedback, I have incorporated new assignments in all of my courses to help students build analytical skills for the workforce. Many students have reported using their assignments from class as writing samples in job applications. In an unsolicited email, one student shared the following: “I got job offers from both aforementioned organizations, and I accepted the offer …! Thank you so much for the real world assignments, as I was complimented on my writing samples, which were parts 1 and 2 of our semester assignments.” In my evaluations, students consistently remark on the important connection between the academic material and real-world skills. One student noted that my courses are “beneficial to not just those considering a career in public policy but anyone interested in the government/public dynamic and the wider implications of this relationship.” (POL305, 2022).