My teaching is guided by two commitments: expanding access to academic success and maintaining rigorous expectations for analytical work. As a first-generation student, I know that many students enter college with different levels of familiarity with academic norms, expectations, and opportunities. In my teaching, I aim to make those expectations explicit while challenging students to engage critically with political ideas, evaluate evidence, and develop new analytical skills.
I approach teaching as a process of making political science accessible without making it less demanding. In the classroom, this means teaching students how to construct arguments, use evidence, participate in discussion, and connect course concepts to contemporary politics. In mentorship, it means helping students break complex academic tasks into manageable steps, from developing research questions to applying for fellowships and graduate programs.
Beyond the classroom, I mentor undergraduate researchers, supervise research assistants, and advise graduate students applying for competitive national fellowships. I have also led interdisciplinary research workshops and dissertation writing groups that support students in developing research projects, giving and receiving feedback, and making sustained progress on long-term writing.
My mentorship emphasizes transparency, structure, and intellectual independence. I work with students to clarify research questions, organize evidence, document research decisions, and communicate their ideas effectively. This approach is especially important for students who are navigating research opportunities, graduate school applications, or academic institutions for the first time.