Teaching

In line with my research, my teachings are committed to fostering an inclusive atmosphere that nurtures the growth of all students, especially traditionally marginalized identities.

Aligned with my research, my teaching ethos prioritizes cultivating an inclusive environment conducive to the holistic development of every student, particularly those from historically marginalized backgrounds. Through tailored pedagogy and empathetic guidance, I endeavor to empower learners, fostering their academic and personal growth. By embracing diversity and championing equity, I aim to create a classroom dynamic where all voices are heard, respected, and valued. Together, we embark on a journey of learning and discovery, enriching minds and shaping futures in a supportive and affirming educational community. My comprehensive teaching methodology can be delineated into five key pillars:

Teaching Philosophy

1. Support Traditionally Marginalized Students

I rigorously work to generate an educational environment where BIPOC, first-generation, low-income, and LGBTQ+ students can identify with the curriculum. This includes:

  • Creating classrooms driven by lectures and discussions credited to scholars from marginalized groups.
  • Dispelling preconceived notions about students’ backgrounds and prior knowledge.
  • Fostering classroom norms rooted in mutual respect and understanding.

2. Utilize Diverse Learning Modalities

Recognizing the unique learning styles of individual students, I incorporate an array of materials to convey information, ensuring that the learning process caters to all:

  • “Flipping” the classroom dynamics to facilitate student-driven discussions.
  • Developing syllabi that accommodate various learning preferences.
  • Designing participation opportunities promoting an equitable response.

3. Steer Students Towards a Growth-Mindset

My belief is learning should be reflected in students’ growth and evolving understanding, with assessments:

  • Emphasizing students’ commitment and improvement over time rather than just grades.
  • Scaffolding, to provide feedback at several junctures throughout the process.

4. Encourage Students to Connect their Learning to Their Interests

Paramount in my teachings is the connection of academic material to personal interests. I love to  inspire students to assimilate course content into their other interests, enhancing their overall learning experience.

5. Foster Mentoring Relationships

Beyond conventional teaching, I strive to establish transformative mentorships with my students, aiding them in realizing their aspirations and providing transparency in my own experiences and lessons learned.

My teachings are essentially a reflection of my dedication to nurturing an environment of inclusivity and growth. Whether within a large lecture class, cozy seminars, or personalized advising sessions, I am committed to establishing supportive mentoring relationships with my students, helping them glean the essence of knowledge and personal development.

Teaching Experience

Department of Sociology, School of Arts and Sciences, University of Pennsylvania

Teaching Assistant

Course: SOCI 1060: Sociology of Race and Ethnicity (Fall 2022)

Instructor of Record

Course: SOCI 001: Introduction to Sociology (Summer 2021)

Lauder Institute, Wharton School of Management, University of Pennsylvania

Teaching Assistant

Courses: INTS7320: Regional Analysis (Fall 2022); INTS593: 21st Century Africa and the World (Spring 2022); INTS732: Regional Analysis (Fall 2021); INTS721: Global Analysis (Spring 2021)

Guest Lecturer

Course: “Assessing Risk in Africa” and “Doing Business in Africa”, INTS593: 21st Century Africa and the World (Spring 2022)