I desire for my courses to be challenging as well as fun. The classes that made the deepest impression on me as an undergraduate student were those in which I was held to high standards of learning, and in which the professor made an effort to be creative with course material. These observations now serve as a guide for my course preparation. When planning a course, I try to be conscious of different learning styles and rates, and provide diverse materials to make the learning experience as interesting as possible. I ask for student feedback during the course of the semester, in order for all of us to have a productive experience. I have had the chance to teach large sections in lecture halls as well as small graduate classes, which has allowed me to adapt my teaching style to fit different class environments.

Specifically, my teaching is guided by the following elements:

Critical thinking. I regard the development of critical thinking skills as the most important tool that I can impart to students. I feel it is often the case that students, particularly at the undergraduate level, regard the classroom as a place for knowledge to be presented and memorized, rather than a forum for asking questions about where information is coming from. While students need to demonstrate a basic understanding of the material that is presented, I prefer that students challenge the material and develop a practical knowledge of it, rather than simply memorize the definitions or concepts. Both in class and as part of assignments, I encourage students to debate concepts and to identify strengths and weaknesses of various positions and findings.

Clarity of presentation/accessibility of materials. I attempt to make course materials as accessible and straightforward as possible. Because I am a visual learner, I try to present class material visually and then talk through all points so that students have two ways of comprehending class ideas and concepts. I also ask for student questions frequently in the course of lectures to make sure that the material is coming across clearly. Additionally, I encourage students to bring in lecture notes to me so that we can determine the best way for them to understand and capture the course material.

Multiple classroom techniques. I feel that using a variety of teaching techniques is beneficial to students, and keeps the course preparation interesting for me. For example, I am an advocate of “active learning,” using simulations, games, or thought experiments to convey points and important ideas. My courses have been conducted in “smart” classrooms, and include PowerPoint, films, images, and other media. Feedback from my students indicates that learning foundational elements of a topic, then watching a film clip, or having group discussions about that topic brings the issue to life in ways not possible through lecture only.

Personal Relevance/Interest. I have always found that I remember information better when I can see its relevance to my daily life and experiences. Similarly, I try to make course material relevant to students by tying it to current events, local context, or even popular culture. As an avid movie watcher, I have found that relating course material to movies is an easy way for students to relate to concepts in a different way. Also, I encourage students to explore areas of interest to them. If at all possible, I allow students with particular interests to incorporate these in written assignments/research projects.

Develop writing skills. I regard undergraduate courses as an ideal site for students to develop necessary writing skills. To this end, I incorporate multiple writing assignments into courses which allows students to get feedback on their writing and demonstrate improvement over the course of the semester. I weight early assignments less than later ones so that students are rewarded for putting in the effort to better their writing. I make it clear to them that sound writing is a necessary skill no matter their future career goals.

Taken as a whole, I believe these elements allow me to create a learning environment that is fun, enjoyable, and beneficial to students. I want my students to feel comfortable in my classes and to feel as though the material is exciting and applicable to their daily lives. At the same time, I place an emphasis on inspiring critical thinking and rewarding those students who make a strong effort in my course. I think that students at all institutions have the ability to rise to the occasion when challenged, and it is a disservice to them when they are held to low standards.

 

Teaching Experience:

Undergraduate Courses:

Introduction to International Relations (Spring 2008, Summer 2008, Fall 2009, Spring 2011; Spring 2012; Fall 2012)

Theories of International Relations (Fall 2009; Fall 2010; Spring 2012; Spring 2013; Spring 2014)

International Conflict (Spring 2010; Fall 2011; Spring 2014)

Global Environmental Politics (Summer 2009, Spring 2011; Spring 2013; Fall 2014)

 

Graduate Courses:

International Conflict and Security (Spring 2010; Fall 2011; Fall 2013)

Scope and Methods of Political Science (Fall 2010; Fall 2012; Fall 2013)