TEACHING PHILOSOPHY

As an instructor, my primary goal is to teach my students how to be more critical consumers of information, whether it be from news media, social media, or peer-reviewed sources. Regardless of the topic or level of study, I seek to teach my students how to engage in source criticism and to logically evaluate theoretical or factual claims. At the same time, I work towards teaching my students how to be effective and strategic readers. I pair these goals with a focus on fostering confidence in my students as writers and presenters, with dedicated class time spent on the practice of writing and verbalizing their positions and opinions effectively. My approach to leading discussion sections has incorporated a blend of mini-lectures reviewing key course concepts, as well as group activities, debates, and short writing assignments. As an instructor, my goals remain to cover not only key substantive material but also to provide these foundational reading and writing skills that are widely useful in other fields, as well as in everyday life.

A summary of my teaching evaluations can be found here!

Sample Syllabi for Undergraduate Courses (available upon request)
Introduction to International Relations
Introduction to International Political Economy
Advanced Course on International Trade
(Methods) Multi-method research in the social sciences


Sample Syllabi for Graduate Courses (available upon request)
(Subfield Specific Seminar) International Political Economy
(Subfield Specific Seminar) International Organizations
(Field Seminar) International Relations Theory 
(Methods) Qualitative Research Methods and Fieldwork
(Methods) Research Design in Political Science

 
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TEACHING EXPERIENCE
Touro College, POLN 103AL, Intro to International Relations 
Guest Lecturer, March 28/30, 2022, via zoom discussing on international trade.

University of Oxford, Qualitative Research Methods and Fieldwork

Guest Lecturer, February 28, 2022, via zoom discussing digital fieldwork methods.

Georgetown University, GOVT 060 Intro to International Relations
Guest Lecturer, June 28th, 2021, via zoom discussing globalization and international trade.

POL 240/WWS 312: International Relations with Rebecca Perlman
Head Preceptor, Fall 2019
Department of Politics, Princeton University
Precept Syllabus

This 12 week undergraduate course served as an introduction to the study of international conflict and cooperation, focusing on a series of central questions in international relations such as: Why do countries go to war with each other? Are democracies predisposed to peace? What role do nuclear weapons play in ensuring or undermining international security? If international commerce increases economic growth, why do countries put in place trade barriers? What explains continuing failures in international environmental cooperation? Generally, the primary goal of the course was to provide students with a theoretical foundation that would not only help them understand the answers to these broader questions, but that will also give them the necessary tools to interpret events in the world today. As head preceptor, I was also responsible for course logistics, including managing section assignments and enrolment issues. I also led two weekly precept sections for 24 students, where we engaged in weekly debates, policy simulations, as well as the grading of two short papers, an in class midterm and handwritten final exam.

SOC207: Poverty in America with Matthew Desmond
Preceptor, Fall 2019
Department of Sociology, Princeton University
Precept Syllabus

This 12 week introductory undergraduate course investigated poverty in America in historical and contemporary perspective. We explored the central aspects of poverty, including low-wage work and joblessness, housing and neighborhoods, crime and punishment, immigration, family dynamics, and public policy. Along the way, we examined the causes and consequences of poverty; studied the lived experience of severe deprivation and material hardship; evaluated large-scale anti-poverty programs with an eye toward what worked and what didn’t; and engaged with normative debates about the right to housing, living wages, just punishment, and other matters pertaining to American life below the poverty line. The course had a strong Community-Engaged Learning component by requiring students to engage in original ethnographic fieldwork on a subject related to inequality for a final research paper. It also hosted several guest speakers from the community in class, including low-wage workers, public defenders, and policymakers. As a preceptor, I was responsible for 22 students between two weekly precept sections, where we engaged in weekly debates and discussions of course readings and guest speakers, while also mentoring students through their ethnographic fieldwork, from designing a project proposal to interviewing individuals and observing effectively. I was also responsible for grading all of my students' coursework, from weekly reflections on course material, to their project proposal, two sets of fieldnotes, and their final paper based on their original fieldwork.

POL 245: Visualizing Data with Will Lowe
Preceptor, Summer 2019
Freshman Scholars Institute, Princeton University

In this 7 week accelerated summer course for incoming freshmen, we considered ways to illustrate compelling stories hidden in a blizzard of data by introducing students to the foundations of data visualization – equal parts art, programming, and statistical reasoning. This course introduced students to the R programming language and the basics of creating data-analytic graphics in R. From there, we used real datasets to explore topics ranging from political polarization (like voting patterns in the US Supreme Court or in the United Kingdom's 2016 Brexit vote) to geographical data (like county-level election returns in the US or the spatial distribution of insurgent attacks in Afghanistan). No prior background in statistics or programming was required or expected. As one of two course preceptors, I led twice weekly tutorials, walking students through the practical application of the R programming language, and discussing the concepts introduced in lecture. I also graded all weekly problem sets for 16 students. More generally, the Freshman Scholars Institute (FSI) is a seven-week summer program that allows a cohort of incoming first generation, low income students the chance to experience the intellectual, co-curricular, and social life at Princeton prior to the beginning of the fall semester. 

POL 240/WWS 312: International Relations with Andrew Moravcsik
Preceptor, Fall 2018
Department of Politics, Princeton University
Precept Syllabus

This 12 week course served as an introduction to the causes and nature of international conflict and cooperation in international relations. We critically examined various theories of international politics by drawing on examples drawn from international security, economic and legal affairs across different historical eras from 10,000 BC to the present. Topics included the causes of war, the pursuit of economic prosperity, the sources of international order and its breakdown, and the rise of challenges to national sovereignty, and such contemporary issues as international environmental politics, human rights promotion, global terrorism, and the future of US foreign policy. Students engaged in critical analysis and policy-making, writing both a discussion paper interrogating the theoretical foundations of the material, as well as a policy memo. As one of three preceptors assigned to the course, I was responsible for grading the assignments of 23 students in two discussion sections where we engaged in weekly debates, policy simulations and general discussion. 

POLI 441: International Political Economy: Trade with Krzysztof J. Pelc
Teaching Assistant, Winter 2016
Department of Political Science, McGill University

This 14 week advanced undergraduate course used the issue-area of international trade to examine broad theoretical concepts in political science such as cooperation between states, collective action, the design of international rules, and the paradoxes of domestic politics. It assumed limited familiarity with basic economic concepts, and a willingness to engage with some quantitative methods. A core objective of the course was to provide students with sufficient understanding of political economy and trade theory to critically assess the often-misleading portrayal of events related to international trade and the global economy in popular discourse. Among other topics, we covered the economic foundations of free trade, as well as the intellectual history of these ideas; the emergence of international trade agreements; individual and state interests with regards to trade liberalization; the roles of emerging economic powers such as India and China; debates and controversies surrounding the GATT/WTO, and current trade issues such as environmental standards and the proliferation of preferential trade agreements. As the only teaching assistant for this course, I was responsible for leading 4 weekly discussion sections for 87 junior and senior undergraduates, as well as grading their 2 short essays, midterms and final exams. 

POLI 445: International Monetary Relations with Mark R. Brawley
Teaching Assistant, Fall 2015
Department of Political Science, McGill University
 
This 14 week advanced undergraduate course examined some of the political issues surrounding international monetary relations, including how monetary policies are selected, the impact of international monetary problems, and rules governing international monetary flows. Subjects covered included the gold standard before World War I, the creation of the Bretton Woods system, the role of international monetary institutions such as the IMF and IBRD/World Bank, the transition to floating exchange rates, sources of international debt and crises in the 1980s and 1990s, the development of the European Monetary System, and the future of international monetary relations after the 2008 financial crisis. As one of two teaching assistants for a course with an enrolment of 153 students, I was responsible for 86 undergraduate students, leading 4 weekly discussion sections and the grading of a final paper, an in class midterm and handwritten final exam. 
 
POLI 243: International Politics of Economic Relations with Mark R. Brawley
Teaching Assistant, Winter 2015
Department of Political Science, McGill University
 
This 14 week undergraduate course served as an introduction to international relations, with a focus on explanations of foreign economic policy. Students learned about numerous theories in international relations, how useful they are for answering different sorts of questions, as well as ways to organize, analyze, test, and synthesize theories. The first half of the course introduced the key theoretical paradigms in international relations, followed by systemic, domestic, bureaucratic and individual level theories of foreign policy making. The second half of the course then explored individual case studies, including Canada's national trade policy in 1867, the 1911 reciprocity election in Canada, Germany and the creation of the Eurozone, Japanese monetary policy in the 1980s and 90s, and lastly Malaysia's capital controls following the 1997 Asian financial crisis. With a total enrolment of 386 students, I was one of four teaching assistants for the course. I was responsible for 80 undergraduate students, leading 4 weekly discussion sections and the grading of two in class midterm exams and a handwritten final exam. 

POLI 244: International Politics: State Behaviour with Fernando Nuñez-Mietz
Teaching Assistant, Fall 2014
Department of Political Science, McGill University

This 14 week introductory undergraduate course served as a survey of the study of international relations and the main theoretical paradigms developed in the field. The course invited students to revisit the historical record, from 1648 to present, through the lenses of international relations, discussing topics related to international security, economic policy, human rights, and environmental cooperation. Students were exposed to the bargaining model of war, basic game theory and modelling techniques, as well as cooperation games relating to collective security, global environmental cooperation and the creation of international economic agreements. With a total enrolment of 531 students, I was one of seven teaching assistants for the course. I was responsible for 63 undergraduate students, leading 3 weekly discussion sections and the grading of my students'  final research paper and a handwritten final exam.