Teaching
My own high school European History teacher inspired me to become an educator. Years later, my students remark that my passion for history has inspired them to develop their own love for the topic.
History is anything but esoteric if taught in a dynamic way. I teach my students to be strong communicators, eloquent writers, and critical thinkers- all skills that can transcend academic settings and have real-world implications.
My own high school European History teacher inspired me to become an educator. Years later, my students remark that my passion for history has inspired them to develop their own love for the topic.
History is anything but esoteric if taught in a dynamic way. I teach my students to be strong communicators, eloquent writers, and critical thinkers- all skills that can transcend academic settings and have real-world implications.
My role as an educator
My role as an educator
I strive to be empathetic, encouraging, commanding, and clear.
I strive to be empathetic, encouraging, commanding, and clear.
To me, the purpose of teaching is to provide students with value that they cannot get anywhere else.
To me, the purpose of teaching is to provide students with value that they cannot get anywhere else.
Students often bear the misconception that they can adequately learn history through the internet, books, and popular culture. While these are all useful tools, I work diligently to create a learning environment that is engaging, interesting, and meaningful.
Students often bear the misconception that they can adequately learn history through the internet, books, and popular culture. While these are all useful tools, I work diligently to create a learning environment that is engaging, interesting, and meaningful.
As a result, students benefit from coming to class, rather than feeling compelled to attend arbitrarily. For me, rigor and communication are inextricably linked. I set high standards for my students: they must read, they must attend class regularly, they must write at a high level.
As a result, students benefit from coming to class, rather than feeling compelled to attend arbitrarily. For me, rigor and communication are inextricably linked. I set high standards for my students: they must read, they must attend class regularly, they must write at a high level.
In order to achieve that outcome, I am forthcoming about my expectations and provide students with a roadmap for success. Assignments, lectures, and class discussions are geared toward building skills that are applicable inside and outside of academia. My instructions are clear-cut, and I make myself approachable and available for consultation.
In order to achieve that outcome, I am forthcoming about my expectations and provide students with a roadmap for success. Assignments, lectures, and class discussions are geared toward building skills that are applicable inside and outside of academia. My instructions are clear-cut, and I make myself approachable and available for consultation.
Trust Begets Complexity in the Classroom
Trust Begets Complexity in the Classroom
Mutual respect, trust, regard, and encouragement are foundational to the classroom environment. I build true rapport with students by being my authentic self, treating students with kindness, and fostering curiosity and discussion.
Mutual respect, trust, regard, and encouragement are foundational to the classroom environment. I build true rapport with students by being my authentic self, treating students with kindness, and fostering curiosity and discussion.
My teaching style facilitates student learning in this way. I am unapologetically enthusiastic about the subject matter that I teach, which seems to be contagious to students. While participating in activities like a courtroom trial of Napoleon Bonaparte, or a classroom debate on repatriation of museum items like the Rosetta Stone, students get a chance to demonstrate what they have learned, develop original stances on complex issues, and investigate history through primary sources.
My teaching style facilitates student learning in this way. I am unapologetically enthusiastic about the subject matter that I teach, which seems to be contagious to students. While participating in activities like a courtroom trial of Napoleon Bonaparte, or a classroom debate on repatriation of museum items like the Rosetta Stone, students get a chance to demonstrate what they have learned, develop original stances on complex issues, and investigate history through primary sources.
Throughout the semester, I watch my own students’ excitement build, and consider it the highest compliment and sign of success.
Throughout the semester, I watch my own students’ excitement build, and consider it the highest compliment and sign of success.
Flexibility and Constant Growth
Flexibility and Constant Growth
I have proven to be a loyal, dynamic and flexible teacher. Throughout my teaching career, I have stepped up to assist other instructors in need. I am also genuinely interested in new techniques, activities, and learning methods. I actively keep up with the latest research on pedagogy and learning, and directly incorporate it into my instructional design.
I have proven to be a loyal, dynamic and flexible teacher. Throughout my teaching career, I have stepped up to assist other instructors in need. I am also genuinely interested in new techniques, activities, and learning methods. I actively keep up with the latest research on pedagogy and learning, and directly incorporate it into my instructional design.
Courses Taught
Courses Taught
University Level
University Level
The Historian's Craft
19th Century Europe
History of the Atlantic World
Indian Ocean History
Secondary
Secondary
Advanced Placement European History
Advanced Placement World History
Cambridge (AICE) European History