I take to heart Dorothy Parker’s remark, “The cure for boredom is curiosity. There is no cure for curiosity.” In an increasingly accessible world where students are able to access any number of resources distilling a staggering number of facts, information, and viewpoints, I believe higher education provides an even more vital opportunity to facilitate active learning rather than passive consumption. This is a tall order and creating a dynamic environment is an ever challenging and evolving task. My approach toward teaching centers on my commitment to foster intellectual curiosity and to encourage more critical thinking. I continually strive to impart a sense of responsibility in my students. That is, I view them as partners in the learning process rather than simply consumers of course material. I have high expectations for students but I appreciate that students enter the classroom with a myriad of background experiences, values, and goals for their own education. So, in turn, I maintain dual high expectations of myself as an educator: to make the classroom academically rigorous as well as relevant to their multiple perspectives and expectations. I seek to connect the central concepts and analytical skills of sociology to their own lives rather than having them view the course content as an abstract set of facts to be memorized. I have gained teaching experience in a variety of settings and have developed courses including an introduction to the field of sociology, research methods, quantitative reasoning, medical sociology, and the sociology of science.
Please contact me for a copy of any syllabi or for more information about these courses.