Teaching

Below you will find syllabi and other materials from my classes. I share them here with current and future students (note: I reserve the right to update, and do so heavily between semesters when I should be writing instead) as well as colleagues who may teach similar courses. A few caveats: Most of these classes were designed for my academic home for the last 8 years, the University of Nevada, Reno. Some were developed for other universities/colleges I’ve had the pleasure of teaching at including private research Universities (University of Pennsylvania and Drexel University), Liberal Arts Colleges (Bucknell University and Bryn Mawr College) and a regional religiously-affiliated University (St. Joseph’s University).

UNR is a land grant public research university with about 20,000 students. My department offers BAs in Political Science and International Affairs, an MA in Political Science, a Masters of Public Administration, and a PhD in Political Science. I have the privilege of teaching in all of these programs, barring the MPA. Our student body is 47% minority and skews wealthier than state averages despite active First-Gen recruitment. Our 6 year graduation rate is 51%. I teach the range, from PSC 100 to PhD level seminars.

I take teaching seriously, and hold a Teaching Certificate from the University of Pennsylvania Center for Teaching and Learning, where I also served as a Graduate Fellow for Teaching Excellence. I received the College of Liberal Arts Dean’s Award for Outstanding Teaching in 2020. As part of the first generation (along with my sister) in my family to graduate from college, I seek to make my courses interesting, practical, and ‘fundamentalist’ in the original meaning of the term, focusing on core social science concepts and competencies in all courses from undergraduate through doctoral. I have worked to center equity and accessibility during my time at UNR. Some of the courses below were most recently offered during the various stages of the Covid-19 pandemic, so you will find references to masks, testing, and flexible attendance policies. While the masks are gone for students by state order (I still wear one) many of the other changes I’ve kept (Zoom office hours are more efficient, not taking attendance makes my life easier, etc.)

PSC 408E: Labor, Economy, and Protest

Designed in support of our International Affairs major’s international economic institutions module, this course included both advanced undergraduate and graduate students. The course was built not only for me to teach, but to be highly ‘modular’ for my PhD students to be able to swap in their own content and teach as Instructor of Record before going on the job market (if a student isn’t studying labor, economy, or protest, I’m probably not their dissertation chair). 

PSC 784: Qualitative Research Methods

This is a core part of our methods sequence for graduate students, generally taken after an introductory ‘Research Design’ course, and often after at least one conventional introduction to statistics class. It is in many ways a “Ship of Theseus” version of a Qualitative Methods course I took at Penn from Dr. Julie Lynch, to whom I’m indebted (you can find her version on her website: https://web.sas.upenn.edu/jflynch/teaching/). The course has occasionally drawn in students from other departments, in addition to my own diverse Political Science, Public Policy, and Public Administration graduate students. Frequent enrollers include grad students in Social Psych, Communication Studies, Gender/Race/Identity, and Journalism. It has grown more interdisciplinary (and stronger) through their contributions and interests. One course is wholly insufficient for qual methods, and I often work closely with students on their research designs, in addition to sending them to the Institute for Qualitative and Multi-Method Research.

PSC 100: Nevada Constitution

This one was a pedagogical stretch. This is a course required by statute for all college students in Nevada. It’s one credit, and the request from my department was to build it online only, for asynchronous delivery, meeting external student learning objectives, and in compliance with our new Digital Learning metrics. In addition, I designed to be easy for my graduate students to teach, even fully remotely during fieldwork. The course evaluations have been strong, and students have found the material accessible (even if it is not in my areas of expertise!)