I have extensive, diverse teaching experience. Below I summarize three formative aspects of my training: Graduate Teaching Assistant (six different semesters, across five courses), Instructor of Record (Sociology of Sex and Gender, taught twice), and Academic Advisor for undergraduate students (four academic years).
Many factors influence how a student comes into my room, such as positionality, mental health, institutional regulations, etc. Given my position of authority, I strive to meet the student where they are at. I approach any interaction as an educational opportunity, a space where the student may learn new material, begin or continue to break down bias, or acquire/practice a new skill. I do so by always trying to maintain the room as an open, brave space, retaining an evidence-focused approach to teaching, and acknowledging systemic oppression as a real factor in students’ lives, both graduate and undergrad.
During my graduate training, I have had the opportunity to work as a teaching assistant under faculty at Emory's Sociology Department. In my TA role (2014-2017), I led small-group recitations, wrote and graded course exams, conducted independent lectures, and worked one-on-one with undergraduate students, all while learning how to hone my own teaching skills under the instructor of record.
● Individual and Society
● Sociology of Sex and Gender
● Class, Status and Power
● Social Research I
● Intro to General Sociology
Instructor of Record
As an instructor, I strive to balance guiding and facilitating multi-voiced dialogue around gender and sexuality with ensuring that students leave the class having honed "hard skills."
While teaching content-based courses (e.g., Sociology of Sex and Gender), I find it incredibly useful to structure the course around the tenets of digital storytelling. Digital storytelling pushes students to practice writing and talking about course material from multiple vantage points simultaneously - from their role as an artist, as a storyteller, and as an academic (though these roles are not mutually exclusive!).
Through digital storytelling, I model for my undergraduate students how to critically evaluate evidence from multiple areas of inquiry and different ways to integrate them into one's scholarship. Doing so provides one concrete model for working to dismantle whiteness via shifting knowledge validation.
Teaching evaluations available upon request!
Academic Advisor in Residence
Office for Undergraduate Education
I worked with Emory undergraduate students one-on-one and in small groups on a variety of academic skills, such as studying, course planning, navigating academic institutions, and applying for graduate programs.
In addition to these hard skills, I have served as a sounding board, drawing on my own clinical training, to help students work through otherwise challenging life events. This is not formal therapy, as I am not a licensed clinician. Rather, in my role as an academic advisor, I can be "the adult in the room" (as my students often name it) who sees and hears a student in need.