Teaching Philosophy and Interests

I prioritize providing students with the tools they need to identify academic concepts as they manifest in real political events and policy discourse. Practically, this is done by going beyond simple definitions and historical applications of concepts by illustrating, through current events, how these ideas have lasting and practical relevancy. Lectures and assignments are designed around this holistic approach.

Discourse within the political science and policy domains is not limited to the classroom setting. Students are inundated with discourse from politicians, pundits, and podcasters, which shapes not only their perspectives on issues of importance, but policy itself. As instructors of political science and policy, this kind of public discourse will often intersect with the course topic of the day.

There are competing ways that an instructor can respond to this: Evasively or with excitement. I choose the latter. While avoiding these topics may be perceived as a way to avoid the potential for controversy, I view confronting them head-on in a way that is respectful to the diverse perspectives of all students in the classroom as an effective way to make concrete topics that might otherwise be viewed as abstract. I have found that this facilitates learning, and just as importantly, critical thinking.

While not every student will enter the classroom with a deep, personal interest in political science; every student will interact with and be affected by public policy at some point in their lives. It is my goal that they leave the classroom capable of recognizing the “how” and “why” behind policy formation and outcomes.