In an increasingly information-saturated world, I believe higher education affords an opportunity to hash out together what we know, what we are able to empirically support, and what we want to know more about in the future. While I have a lot of training and experience, I approach the classroom as an opportunity to create a shared understanding together. My primary goal is to cultivate a sense of responsibility in my students—I view them as partners in the learning process rather than simply consumers of course material.


Students in my Introduction to Sociology course reviewing content analysis data (Grinnell College 2017)

I have high expectations for students (just ask them!) 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 aspirations.


Students in my Spatial Stratification seminar using VR glasses for their virtual reality lab (Grinnell College 2017)

I gained teaching experience in a variety of settings and have developed courses including an introduction to the field of sociology, research methods, quantitative reasoning and introductory statistics, medical sociology, the sociology of science and technology, spatial stratification, and social movements. I developed my passion for teaching research methods—qualitative, quantitative, and spatial—through the use of multiple methods in my own research. During my time at Grinnell College, I have focused on students creating their own research projects in all of my classes and I am committed to increasing students’ familiarity working with empirical data and applying research methods. Please find examples below:

Teaching Data Skills in Sociology
Teaching Excel Basics with 2016 Police Lethal Force Data: A Resource for Methods