My teaching is centered on making historical knowledge accessible and relevant to students, scholars, and the public. I harness the power of writing, self-reflection, and collaborative learning to move beyond the memorization of names, events, and dates. Instead, I demonstrate that history is an active process of studying and interpreting historical documents and scholarship.
I am deeply committed to promoting diversity, equity, and inclusion in the classroom by prioritizing underrepresented voices on the syllabus and assigning low-stakes, self-reflective writing tasks that allow students to engage with challenging new ideas without fear of “getting it wrong.”
I want students to leave my classroom with a greater appreciation for the complexity of historical analysis, sensitivity to silences and omissions in historical knowledge, and the ability to evaluate critically the reliability and significance of information. Ultimately, I strive to make historical knowledge accessible and relevant so that students become well-rounded, socially conscious citizens.