Teaching Philosophy

Pedagogically, I create learning environments that emphasize critical and creative thinking, cooperative dialogue, and compassionate curiosity. I enjoy finding new ways to make social science frameworks accessible and relevant. Those moments when students say that the coursework prompted them to them reexamine their workplace culture, roommate dynamics, or memories of middle school cafeteria cliques? That's when I know students are truly connecting with and seeing themselves in the concepts we explore together.

My teaching is grounded in the belief that setting high expectations, offering meaningful support, and providing attentive mentorship encourages growth for all parties. This approach has proven effective across diverse student cohorts, from eighteen-year-olds in their first college seminar to seminarians integrating scholarly insights into their pastoral care practices to adult learners rejoining the classroom with decades of lived experiences to share.

Recognitions

Princeton University’s Sociology department, McGraw Center for Teaching and Learning, and Graduate School have all awarded me for excellence in teaching and mentorship. The recognition I value most, though, arrives in the form of continued conversations with students as they chart their own courses forward.

To my ministers and my maintenance technicians; my accountants and my activists; my event planners, educators, and EMTs; writers and web developers; personal assistants, public defenders, photographers, and PhD candidates alike: I am proud of each and every one of you and am a better teacher for having known you.