My main goal when teaching undergraduate students is that students understand, apply, analyze, and evaluate new information. I use the “flipped classroom” form of class organization and employ active learning and inquiry guided learning in each class period in order to maximize my teaching effectiveness. Writing and discussion activities make regular appearances in each of my class periods, and I make even lectures student-centered by asking students to answer questions and reflect on the materials presented.

My teaching experience is detailed below. It evinces my readiness to teach introductory sociology and research methods courses. However, I am also prepared to develop and instruct courses such as sociology of gender, sociology of organizations, and jobs and work.

Select Teaching Experience*

  • Instructor of Record for Principles of Sociology (Fall 2018, Spring 2019)
    • Course description: This course offers an introduction to sociology. We discuss key processes and institutions (including interaction, inequality, organizations, socialization, and social change), along with core sociological concepts, methods, and theories. General goals for this course are that students learn to think sociologically, make evidence-based arguments, become aware of key sociological concepts and issues, and make connections between course materials and their lived experiences.
      • Click here to view a sample syllabus
      • Click here to view a sample assignment
  • Lab Instructor for Research Methods in Sociology (Graduate lab; Spring 2019)
    • Course description: This course offers graduate students an overview of the logic and practice of sociological research. Students study the fundamental features of social research and examine their practical application through a variety of methodologies (e.g., experimentation, survey research, and ethnographic methods). In the lab component of this course, students learn about various practical concerns such as formulating research questions, designing and distributing surveys, cleaning survey data, conducting participant observation research, and coding qualitative data. 
  • Lab Instructor for Introductory Quantitative Analysis (Graduate lab; Fall 2017)
    • Course description: This course introduces graduate students to basic statistical methods used by sociologists and other social scientists, examining both descriptive statistics and inferential statistics. In the lab component of this course, students are introduced to a statistical software package for the social sciences (Stata) to facilitate understanding of the statistical concepts. The lab component of this course therefore teaches students basic Stata capabilities. 
  • Lab Instructor for Social Research Methods (Spring 2017)
    • Course description: This course provides undergraduate students an introduction to research in the social sciences. Students learn how to read and evaluate others’ research, in addition to producing a research project of their own. The lab component of this course provides students hands-on experience with conducting sociological research, allowing for the practical application of concepts covered during lecture. 

*Undergraduate courses unless otherwise noted. All teaching experience listed in this section was gained at NC State University. 

Teaching Training

  • Teaching and Communications Certificate, NC State University (Expected Fall 2019)
    • Completed 100 hours of approved courses and workshops in addition to a final portfolio. 

  • “Teaching Sociology,” NC State graduate course (Spring 2017)
    • Studied teaching as a sociological phenomenon, evaluated teaching techniques, learned about best practices of teaching, and delineated a teaching philosophy. Designed an undergraduate course.