I am a committed and enthusiastic educator with significant experience teaching, mentoring, and supporting diverse groups of students. I am dedicated to learning and employing the best practices of active, inclusive, and innovative pedagogy; to that end, I have participated in ongoing professional development in pedagogical techniques. I'm proud to work at a teaching-focused institution, and I am devoted to making sure all of my students can thrive.
Assistant Professor, U.S. Air Force Academy MSS 498: Senior Capstone in Military & Strategic Studies (Spring 2021) MSS 499: Research in Insurgent Strategies (Fall 2021) Soc Sci 311: International Security Studies (Fall 2021, Spring 2021, Fall 2020) Soc Sci 483: Principles of Negotiation (Fall 2021)
Instructor, George Washington University PSC 2338-20: Nationalism (Summer 2019) PSC 2338-20: Nationalism (Summer 2018)
Winner of the "Best Independent Instructor in Political Science Award" for the 2018-2019 academic year
Teaching Assistant, George Washington University PSC 1001: Introduction to Comparative Politics with Professor Bruce Dickson (Spring 2014) PSC 2338: Nationalism and Nation-Building with Professor Harris Mylonas (Fall 2013)
Pedagogical Training & Certifications:
At the United States Air Force Academy, I have completed the Dean's Teaching Certificate (spring 2021) and the Course Directors' Workshop (summer 2021) offered through the Center for Educational Innovation. I am currently enrolled in Cornell University's online certificate program, "Teaching & Learning in the Diverse Classroom." I was certified by George Washington University's WID Teaching Certification (2014-2015), to teach content-specific, writing-intensive courses to university undergraduates.
"Principles of Negotiation: Hostage Negotiations." Department of Law, U.S. Air Force Academy (Summer 2021, Fall 2020) "Kidnapping and Social Media." Political Science Department, Massachusetts Institute of Technology (Spring 2021) "The Logic of Kidnapping in Civil War," Josef Korbel School of International Studies, University of Denver (Spring 2021) "The Logic of Kidnapping in Civil War." Department of Government, Hamilton College (Fall 2020) "Mixed Methods Research Design." Sam Nunn School of International Affairs at Georgia Institute of Technology (Fall 2020) "Mixed Method Research on Political Violence." Department of Political Science, Northeastern University (Fall 2019) "Comparative Case Study Research: Colombia." Department of Political Science, University of Toronto-Scarborough (Fall 2019) "The FARC, Peace Process, and Politics in Colombia." Department of Political Science, George Washington University (Fall 2019) "Kidnapping as Terrorism," Sam Nunn School of International Affairs at Georgia Institute of Technology (Spring 2019) "Women and Nationalism," Department of Political Science, George Washington University (Spring 2018) "Civil War and Insurgency," Sam Nunn School of International Affairs at Georgia Institute of Technology (Spring 2017, Fall 2019, Fall 2020) "Nationalism and Identity Cascades," Department of Political Science, George Washington University (Spring 2016) "Islam and Politics," Department of Political Science, George Washington University (Spring 2015) "The Gender Ironies of Nationalism," Department of Political Science, George Washington University (Fall 2014)
The Center for Educational Innovation at the U.S. Air Force Academy sponsors bimonthly "teaching cafes": lunchtime brown-bag discussions on challenges and activities for the classroom. Each session is facilitated by two faculty members, and I have been fortunate to participate in leading two sessions:
"Reading Critically in the Discipline" with Dr. Karin Becker, Academic Success Center (January 2021)
"Failure in the Classroom" with Maj Wolfgang Weber, Department of Law (November 2020)
Scholarship on Pedagogy:
In the Fall 2021 issue of Teaching Tailwinds, the Air Force Academy's pedagogy magazine, faculty were invited to write about teaching innovations forged by the pandemic that we plan to continue in the post-pandemic classroom. My column "Enhancing Relevance and Students' Perceived Value with Virtual Expert Visits" describes one such practice I regularly employ: the "virtual expert visit" -- fireside chats that bring in diverse and expert perspectives on the topics in my course. I explain how these learning-centered visits augment students' experience, and provide practical instructions for other educators interested in adopting this approach.
In an H-Diplo Roundtable, "Teaching Nationalism in IR," I join several scholars to consider why we should discuss nationalism in the international relations classroom, and to offer several practical ideas for how to do so. In my contribution, I discuss how to use news stories on identity and conflict as "teachable moments," and provide the outlines of two assignments -- a group podcast and an individual op-ed -- to help students apply IR theory to the world around them.
In "The Politics and Pedagogy of Nationalism: Authentic Learning on Identity and Conflict," (Journal of Political Science Education), I describe and provide instructions for implementing two assignments I developed for my Nationalism course. In the “nationalism in the news” assignment, students give an in-class oral presentation on a current news story, interpreting the event through the lens of course themes. In the “national anthems analysis” paper, students analyze the lyrics of the national anthem of their choosing, linking symbols to interpretations of different nationalism types.