Teaching

I first began teaching at my high school alma mater, where I spent two years as the 10th grade World Literature content lead. Since starting graduate school, I have been the instructor of record for Introduction to Sociology, Contemporary Social Issues, and Introduction to Research Methods at Skyline College, a California community college and Hispanic Serving Institution. At Stanford University, I have served as a teaching assistant for the following master’s and doctoral courses: Sociology of Education; Education Policy in the United States; Introduction to Data Analysis and Interpretation; Statistical Analysis in Education; and Using Data to Describe the World: Descriptive Social Science Research Techniques. I have taught in person, online synchronously, and online asynchronously, with class sizes ranging from 6 to 45.

When I taught at my alma mater, I served as the faculty co-sponsor for the Book Club
(I am pictured bottom left)

Many of my assignments are interactive or writing-based. Further, I maintain a consistent course structure and spend time writing clear instructions to ensure students expend cognitive load on the content rather than figuring out where or how to submit an assignment.

Below, I have included a sample lesson on conducting qualitative interviews I recorded for my asynchronous Intro to Research Methods class. In case of interest, you can access the slides here.

Lesson Video on Conducting Qualitative interviews

Instructor of Record

I have taught the following courses for undergraduates as a sociology instructor in Skyline College’s Sociology Department:

  • Sociology 100: Introduction to Sociology [Syllabus]
    • Spring 2020-Fall 2022
    • Seminar for undergraduates
    • Modalities: In-Person, Online Asynchronous
    • Size: Ranging from 15 to 45
  • Sociology 105: Contemporary Social Issues [Syllabus]
    • Fall 2020, Fall 2022
    • Seminar for undergraduates
    • Modalities: Online Asynchronous
    • Size: 25
  • Sociology 129: Introduction to Research Methods [Syllabus]
    • Fall 2021
    • Methods class for undergraduates
    • Modalities: Online Synchronous
    • Size: 6

Through these courses, I have improved my instruction for students from a variety of backgrounds, including immigrant students, English language learners, students with disabilities, first-generation/low-income students, student parents, and non-traditional students. I have also supervised honors projects. Fall 2022, I am trying a zero-text-cost course model.

Although I do not have formal student evaluations, I have informally solicited student feedback for my courses. The following (unedited) comments were submitted via an anonymous survey I administered to SOCI 100 students:

The video content chosen for the course is excellent and provides real examples of sociological issues.

I really enjoyed learning about sociology in a way that is culturally aware/ sensitive.

I like how the professor provided some example for assignments. It was very helpful.

The material was interesting because it connected to relevant current world events.

Presenting on geographic inequality in household income in
Education and Inequality: Big Data for Large-Scale Problems

Teaching Assistant

I have taught the following courses as a teaching assistant in the Graduate School of Education at Stanford University:

  • EDUC107/207: Education and Inequality: Big Data for Large-Scale Problems [Syllabus] [Evaluations]
    • TA for sean f. reardon; Fall 2022
    • Methods/seminar course for undergraduates, master’s, and doctoral students
    • Modality: In-person
    • Responsibilities: Co-developed the course syllabus, readings, and assignments; provided supplemental teaching support; offered feedback on and graded assignments.
  • SOC 258C/EDUC 430C: Using Data to Describe the World [Syllabus] [Evaluations]
    • TA for sean f. reardon; Spring 2022
    • Methods/seminar course for master’s and doctoral students
    • Modality: In-person
    • Responsibilities: Co-developed the course syllabus, readings, and assignments; provided supplemental teaching support; offered feedback on and graded assignments.
    • Size: 20
  • EDUC 271: Education Policy in the United States [Syllabus] [Evaluations]
    • TA for Jon Valant; Spring 2021
    • Seminar for master’s and doctoral students
    • Modality: Virtual Synchronous
    • Responsibilities: Co-developed the course syllabus, readings, and assignments; provided supplemental teaching support; offered feedback on and graded assignments; managed Zoom logistics.
    • Size: 18
  • EDUC 400B: Statistical Analysis in Education [Syllabus] [Evaluations]
    • TA for Eric P. Bettinger; Winter 2021
    • Methods class for doctoral students
    • Modality: Virtual Synchronous
    • Responsibilities: Provided supplemental teaching support, including teaching my own section; graded assignments; helped with Zoom logistics.
    • Size: 18
  • EDUC 200A: Introduction to Data Analysis and Interpretation [Syllabus] [Evaluations]
    • TA for Ann Porteus and Sanne Smith; Fall 2020
    • Methods class for master’s students
    • Modality: Virtual Synchronous
    • Responsibilities: Provided supplemental teaching support, including teaching my own section; gave feedback on and graded assignments.
    • Size: 12
  • SOC 332/EDUC 310: Sociology of Education [Syllabus] [Evaluations]
    • TA for Mitchell L. Stevens; Fall 2019
    • Seminar for master’s and doctoral students
    • Modality: In-person
    • Responsibilities: Co-developed the course syllabus, readings, and assignments; provided supplemental teaching support; gave feedback on and graded assignments.
    • Size: 22