Teaching is integral to my scholarly practice.
I’m currently a lecturer in the Princeton Writing Program, teaching “Zoom!,” an interdisciplinary first-year writing seminar I created that focuses on how speed has shaped our world. The course is structured around three assignments of increasing complexity. First, my students use representations of speed and freedom in the arts, from Italian Futurism to the Broadway musical The Pajama Game to recent television commercials, to test theories about speed. In the second assignment, students draw from a curated collection of primary and secondary sources to develop an original scholarly argument about speed, cars, and urban planning. For their final assignment, students produce a substantive original research essay about a contemporary speed-related policy question or cultural phenomenon of their choice. The course equips students with critical research and writing skills that they’ll use throughout their time at Princeton and in their future work.
While working as a preceptor, or teaching assistant, I completed the Teaching Transcript, a program offered by Princeton’s McGraw Center for Teaching & Learning that provides training in effective teaching methods, from designing a syllabus to teaching inclusively to grading student writing. I continue to use what I learned in this program to design and teach my courses and to improve them each time they’re offered.
#BreakUpTheTrusts! While teaching Gilded Age and Progressive Era U.S. History, my students and I used hashtags to summarize and discuss the campaign platforms of the four U.S. presidential candidates in the 1912 election, thereby incorporating digital tools into a conventional classroom discussion. (My students’ hashtags for Woodrow Wilson are shown above.) Classroom activities like this one can help students make sense of a collection of complicated primary sources, while also preparing students of different knowledge backgrounds for a common conversation.
I am prepared to teach courses on U.S. history after 1865, the North American West, U.S. engagement with the Pacific World, borders and borderlands, the history of technology, mobility, environmental history, maritime history, cultural landscapes, infrastructure studies, urban and suburban history, spatial history, and historical research methods.