Teaching is the best part of what I do. It’s an opportunity to experiment with new ideas and to engage students with that experimentation. Indeed, my teaching emphasizes collaborative inquiry as central to the practice of history and cultural analysis. To that end, I frequently use “labs” designed to explore analysis as the product of collective experimentation and debate as much as individual thinking and writing. (You can find examples of this approach in several of the syllabi below.)
In addition to assisting in the teaching of a variety of courses—from U.S. history surveys to courses on racial formation—I have had the opportunity to teach two upper-level courses. The first, called “Information in Motion” was a capstone seminar that invited students to explore information technology comparatively in the U.S., India, and China. The second, “History of Sexuality in the U.S.,” asked students to engage with a wide variety of sources and scholarship in the history of sexuality from European colonization to the present. You can find the syllabi for these classes here:
Information in Motion (Spring 2012, University of Illinois)
History of Sexuality in the U.S. (Fall 2013, University of Illinois)
I have also developed syllabi for several other classes representing other teaching interests (technology studies, American Studies, U.S. and the world). You can find these syllabi here:
I am currently a Graduate Affiliate at the University of Illinois Center for Innovation in Teaching and Learning. In that capacity, I provide consultation services (microteaching, informal early feedback, observations) for graduate instructors in a variety of fields, helping them to improve their teaching and enhance student learning in their courses.