Teaching Experience

Teaching @ SIUE

  • Creating Social Change: SOC 325 (Fall 2019)
  • Survey of Theory: SOC 301 (Fall 2019 as part of Bachelor of Science in Integrative Studies– Leadership in Organizations degree program, Fall 2018 – two sections)
  • Sociology of Grassroots Fundraising: SOC 390 (Fall 2019)
  • Internship in Sociology: SOC 433 (Summer 2019, Spring 2019)
  • Special Topics: Power, Cognition, and Political Participation: SOC 590 (Summer 2019)
  • Advanced Data Analysis: SOC 518 (Spring 2019)
  • Special Topics: Sociology of Drag: SOC 390 (Spring 2019)
  • Sociology of Community Action: SOC 325 (Fall 2018)

Teaching @ University of New Hampshire

  • Statistics: SOC 502 (Fall 2017, Fall 2016)
  • Private Troubles, Public Issues: Contemporary Social Problems: SOC 540 (Fall 2015)

Teaching @ Great Bay Community College

  • Society and Technological Change: SOCI 120 (Summer 2018, Spring 2018, Fall 2017, Summer 2015)
  • Introduction to Ethnography: The World of Work: ANTH 105 (Fall 2017)
  • Sociology: SOCI 110 (Summer 2017, Spring 2016, Fall 2015, Spring 2015)

Teaching @ Oberlin College (Experimental College)

  • Roosevelt Institute Fellowship (Fall 2005)
  • Policy Research and Issue Advocacy (Spring 2016)

Teaching Assistant

University of New Hampshire

  • SOC 400 Introductory Sociology, Cliff Brown (Spring 2015, Fall 2014)
  • SOC 625 Mental Health and Society, Heather Turner (Spring 2016)
  • SOC 630 Sociology of Gender, Nicole Fox (Spring 2017)
  • SOC 599 Sociological Analysis, Nicole Fox (Spring 2017)

Other teaching experience

  • I previously taught Kindergarten, middle school math, and an evening GED-prep class for adults. My teaching license certified me to teach elementary education, secondary mathematics, and special education.
    • Many of the pedagogical techniques I learned and practiced are very transferable to the higher education classroom, such as scaffolding, backwards planning, assessment through checks for understanding, reflective practice, engagement strategies, meeting student needs, the utility of metacognitive talk, etc.
  • My first job teaching was in high school. I gave piano lessons. I was also the Kindergarten Aide at my local synagogue (my mom was the teacher!).

Teaching credentials

  • Cognate in College Teaching
    • The cognate program is offered through the UNH Graduate School in conjunction with the UNH Center for Excellence in Teaching and Learning. The program is designed to enhance the effectiveness of college teaching.
    • Requirements expected to be completed as of Fall 2016; will receive with degree, expected Spring 2018
  • MA in Secondary Teaching, Wilmington University (12/2010)
    • Focuses on developing teachers to meet students’ academic and emotional needs, with the following competencies: learner development, learning differences, learning environments, content knowledge, application of content, assessment, planning for instruction, instructional strategies, professional learning and ethical practice, leadership and collaboration, and outcomes assessment.
  • Fellow Advisor, Delaware Teaching Fellows (Summer 2011)
    • I facilitated learning sessions for fellows, modeling best practices in teaching, observing fellows teaching, and working with fellows to ensure their teaching was helping students achieve.
  • Social Justice Educator training participant (Fall 2014)


  • Experience
    • Co-facilitator, Social Justice Educator training (2016)
    • Facilitator, Workshop: Justice, Equality, and Acceptance, Bi-Annual Retreat, League of Women Voters of Delaware (2014)
    • Facilitator, Effective Allyship 101 & Effective Allyship Part 2, Unitarian Universalist Fellowship of Newark Social Justice Steering Committee and Delaware Americans for Democratic Action (2014)
    • Trainer, Young People For, People for the American Way Foundation (2012-2014)
      • I served on the Alumni Board, during which I served as a mentor and co-facilitated skills and educational sessions for college students, including some sessions which were on sociology topics (e.g. intersectionality, root cause analysis).
    • Graduate Student Senate, University of New Hampshire
      • As president during AY14-15, I facilitated our biweekly meetings. We use a revised feminist process.
    • Student Senate, Oberlin College (2004-2006)
      • We rotated facilitation. We used a revised feminist process.
    • Fairchild Co-op, Oberlin Student Cooperative Association
      • As a Board Representative and as Dining Loose-Ends Coordinator, I co-facilitated conservations using a consensus model reflecting the Rochdale principles. Fairchild is a 65-person dining cooperative.


    • Participant, Advanced Facilitator Workshop: On Being a Facilitator: Making Certain Neutral does not mean Passive, New Hampshire Listens (12/15)
    • Attendee, Bystander Responsibility and SHARPP (Sexual Harassment & Rape Prevention Program), Preparing Future Professionals, University of New Hampshire (Durham, NH, 2014)
    • Delaware Teaching Fellows and Young People For, People for the American Way Foundation professional development opportunities: My training for the positions related to these organizations included professional development focused on teaching adults and on adult learning strategies.