Teaching is a core part of my identity as a scholar. I served as teaching assistant as an undergraduate, high school math teacher, facilitator in workshops with adult learners, and as a professor for undergraduate and graduate students across three universities.  I strongly believe in my position as a facilitator in co-creating knowledge, in stark opposition to Freire’s evocative image of depositing knowledge in the banking model. The expertise I bring to the class is built on a limited set of knowledge and experiences, and I strive to enrich this through student perspectives and experiences. My overall approach to designing courses relies on preparing students to learn through doing, and I design assignments with this in mind. 

My university courses fall broadly into two categories: quantiative research methods and education policy courses. Below are a sample of courses taught in recent years. 

Brown University: Since Fall 2019

Undergraduate level:
EDUC 1030: Comparative and International Education

EDUC 1110: Introductory Statistics for Education Research and Policy Analysis 

EDUC 1150: Education, the Economy and School Reform (Seminar capped at 20 students)

EDUC 1380: Language and Education Policy in Multilingual Contexts (Seminar capped at 20 students)

Graduate level:

EDUC 2320: Quantitative Research Methods and Data Analysis (Approx 25 students in cohort)

Wellesley College: Fall 2019

Undergraduate level:

EDUC 216: Education and Social Policy (18 students)

Harvard Graduate School of Education: 2015-2019

Graduate level:

H710 C: Language and Education Policy in Multilingual Contexts (27 students)

A802: Intensive Preperation for the Study of International Education (non-credit; 40-80 students)