By teaching courses in both Women’s and Gender Studies (WGS) and Sociology, I contribute to undergraduate teaching and curriculum development by challenging students to critically analyze inequality and apply humanistic perspectives in dialogue with a wider public using community-based research methods. As a result, even if students do not major in either field, students in my courses engage with social justice concepts and walk away with a toolkit to work towards social change within their own communities and disciplines.
As such, I have three goals for students through my pedagogy:
to critically analyze inequality to build towards mutual respect and equitable practices,
reflect upon one’s positionality and situate individual experiences within social structures, and
research academic theory and contested ideas from a variety of viewpoints and engage in dialogue with a wider public.
As a result, students are more informed about the implications of what we learn in the classroom by becoming aware of power and engaging with diverse communities to work towards social change.
William T. Grant and Spencer Foundation Workshop on Diversity, Equity, and Inclusion, American Educational Research Association, San Francisco, CA. *Held virtually due to COVID-19 pandemic
Teaching and Learning in Sociology Symposium, American Sociological Association, New York, NY.
“Inclusive Pedagogy for a More Just World,” Section on Teaching and Learning Pre-Conference, American Sociological Association, New York, NY.
Division J Emerging Scholars Pre-Conference Workshop, American Educational Research Association, Toronto, Canada.
American Sociological Association Section on Teaching and Learning (member)
“Queer Subjectivities Inside and Outside the Classroom.” Virginia Tech Department of Sociology Community Conversations. (panelist)
Virginia Tech Conference on Higher Education Pedagogy (attendee)
Social Issues in College Pedagogy (course)
Feminist Academic Perspectives (course)
Example Course Syllabi
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