Teaching

I believe that the fundamental goal of undergraduate education in political science is not merely to ensure that students know the course content but to teach them to digest complex arguments, develop written and verbal critical thinking skills, and to connect arguments to empirical observations about the world. To that end, I strive to create a positive and open environment in the classroom that fosters a sense of camaraderie among students and to make myself readily available outside the classroom. The University of Pennsylvania recognized my teaching abilities by awarding me the Alvin Rubinstein Award, which goes to the best graduate student teaching assistant in the Political Science Department, and nominating me for the Dean’s Award for Distinguished Teaching, awarded to 10 graduate students across the university’s School of Arts and Sciences. Moreover, I sought additional pedagogical training and earned the Certificate in College and University Teaching, which recognizes graduate students for high-quality teaching and a commitment to self-reflective pedagogy. 

 

Acknowledging that students prefer to learn in different ways, I use a variety of tools to improve learning outcomes. First, a prerequisite of critical thinking is an ability to understand the logic of complex arguments. I use class-wide discussion questions to gauge student comprehension of the assigned readings and to correct inaccuracies in student understanding. The use of class-wide discussion questions ensures that the class understands the core logic and observable implications of assigned readings. Understanding arguments is essential to be able to use critical thinking skills to evaluate the strengths and limitations of theories and evidence. 

 

My teaching is designed to also foster independent thinkers who can ask big questions and develop increasingly strong answers to them. Successful independent thinkers require the ability to clearly articulate arguments and cleverly wield persuasive evidence. As such, I use group activities so students gain experience in summarizing arguments, critiquing them using logic and empirical observations, and proposing more appropriate modifications of theory or evidence. In the beginning of the semester with periodic reminders, I highlight the importance of making sure that students see and genuinely engage with both sides of contested issues in order to ensure that all students feel comfortable in sharing their differing views in class. In addition to polishing students’ intellectual toolbox, group work contributes to students’ overall well-being and realization of their potential by fostering a sense of camaraderie and community, encouraging students to learn from each other, and providing a space for shier students to engage in meaningful interactions. 

 

Outside of class, I prioritize being accessible for friendly and informal interactions, which provide opportunities for me to assist them with challenges both within and beyond the course material. These informal interactions are very relieving to students as they can clarify questions on course material, better digest complex arguments, and discuss more personal concerns, like creating work-life balance or developing meaningful connections among their peers. For example, one freshman student in office hours privately expressed to me that she had trouble making friends at Penn and asked for help. A couple months after that meeting in which I pointed her to some clubs that aligned with her interests and hobbies and encouraged her to try to make plans with some members outside of the formal club activities, she thanked me for helping her make friends and feel more embedded in the Penn community. More generally, I encourage my students to develop positive and helpful emotions, such as high confidence, excitement, and resilience, so that they can most fully realize their potential as curious learners and humans, embedded in a supportive community.

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