My Post-Doctoral work has been focused on increasing learning outcomes for undergraduate political science through active learning techniques. My focus as a teacher in the International Education faculty at New York University was to provide students with quality learning experiences that challenge students assumptions in the world. I work to integrate collaborative learning experiences, spirited discussion and debate into my lessons. I have taught and served as a teaching assistant in a variety of courses from different research perspectives and work to expose students to qualitative, quantitative and mixed-methods studies.
ACTIVE LEARNING INSTRUCTOR - POLITICAL SCIENCE
GOVT 2264 - POLITICAL VIOLENCE
*Significantly redesigned based on active learning principles
Undergraduate Students
Fall 2024, Spring 2024
with Dr. Sabrina Karim
Course Overview:
This course provides an introduction to the causes and dynamics of global political violence. With war and civil conflict on the rise, the course focuses on helping students understand what makes violence political, the causes, dynamics, and effects of civil conflict, as well as how civil conflicts and political violence end. Readings are primarily meant to reinforce the class lecture and focus on the theories that underpin each class topic.
*Significantly redesigned based on active learning principles
Undergraduate Students
Fall 2024, Spring 2024
with Dr. Sabrina Karim
Course Overview:
This course provides an introduction to the causes and dynamics of global political violence. With war and civil conflict on the rise, the course focuses on helping students understand what makes violence political, the causes, dynamics, and effects of civil conflict, as well as how civil conflicts and political violence end. Readings are primarily meant to reinforce the class lecture and focus on the theories that underpin each class topic.
GOVT 3999 - HOW DO YOU KNOW THAT?
* Significantly redesigned based on active learning principles
Undergraduate Students
Spring 2024
with Dr. Christopher Way
Course Overview
Does allowing citizens to carry concealed weapons reduce violent crime? Does serving lunch after recess (instead of before) at elementary schools improve learning outcomes? Did installing bridge barriers reduce the suicide rate at Cornell University? Do microfinance policies make the poor better off? Does taking piano lessons improve educational outcomes and cognitive development in children? Do mental health courts reduce recidivism? Answering questions like these implies cause and effect knowledge: if we implement policy X, we will get effect Y (“if we make Julie take piano lessons, it will improve her mathematical performance”). But on what evidence should answers to questions like these rest? How do you know the answer, and under what conditions can you know the answer? Providing robust answers to cause-and-effect questions in a (mostly) non-experimental field like political science or public policy is devilishly difficult. In this course, we will become acquainted with the pitfalls that make it so hard to evaluate evidence in the public policy realm, learn how to judge the quality of evidence cited in the media or reported in research, and how to ask the right questions to get the best possible evidence. We’ll do this by working through the evidence supporting “yes” or “no” answers to some of the questions listed above.
* Significantly redesigned based on active learning principles
Undergraduate Students
Spring 2024
with Dr. Christopher Way
Course Overview
Does allowing citizens to carry concealed weapons reduce violent crime? Does serving lunch after recess (instead of before) at elementary schools improve learning outcomes? Did installing bridge barriers reduce the suicide rate at Cornell University? Do microfinance policies make the poor better off? Does taking piano lessons improve educational outcomes and cognitive development in children? Do mental health courts reduce recidivism? Answering questions like these implies cause and effect knowledge: if we implement policy X, we will get effect Y (“if we make Julie take piano lessons, it will improve her mathematical performance”). But on what evidence should answers to questions like these rest? How do you know the answer, and under what conditions can you know the answer? Providing robust answers to cause-and-effect questions in a (mostly) non-experimental field like political science or public policy is devilishly difficult. In this course, we will become acquainted with the pitfalls that make it so hard to evaluate evidence in the public policy realm, learn how to judge the quality of evidence cited in the media or reported in research, and how to ask the right questions to get the best possible evidence. We’ll do this by working through the evidence supporting “yes” or “no” answers to some of the questions listed above.
COURSE INSTRUCTOR - INTERNATIONAL EDUCATION
INTE-GE 2008 - QUANTITATIVE METHODS IN INTERNATIONAL EDUCATION
Graduate Students
Fall 2020
Significantly re-designed for online, synchronous learning
Course Overview:
This course serves as an introduction to the analytic and empirical methodologies employed in contemporary quantitative analyses of international, comparative, and US education. Across various sub-fields and topics covered in this class, this course will emphasize thoughtful consumption of literature that uses quantitative methods, a basic understanding of the statistics and theory behind different methods, and application of common statistical techniques.
Graduate Students
Fall 2020
Significantly re-designed for online, synchronous learning
Course Overview:
This course serves as an introduction to the analytic and empirical methodologies employed in contemporary quantitative analyses of international, comparative, and US education. Across various sub-fields and topics covered in this class, this course will emphasize thoughtful consumption of literature that uses quantitative methods, a basic understanding of the statistics and theory behind different methods, and application of common statistical techniques.
INTE-UE 10 - INTRODUCTION TO GLOBAL EDUCATION
Undergraduate Students
Fall 2019
Co-taught with: Jia-Lin Liu, Doctoral Candidate, New York University
This survey course offers an introduction to the field of global education. Education in the 21st century is undoubtedly a central area for international collaboration as well as contestation. In this survey course, we will examine key debates about the role of education in national & international society, examining the multiple stake holders that work to improve education globally, & their diverse interpretations of that mandate. The course will introduce students to the history of mass education as a global phenomenon, & the comparative ways in which it is now studied. Students will examine both K-12 & higher education. Liberal Arts Core/CORE Equivalent - satisfies the requirement for Society & Social Sciences. Throughout this course, we will understand and define global education in theory and practice. While most commonly associated with international and comparative education and/or study abroad, global education has meant a range of things. Global citizenship education, international schools, multicultural education, colonial education, human rights education, education in emergencies, refugee education, are all under the umbrella of global education. So, what does global education mean in today’s increasingly complex and diverse world? What drives education to be “global” rather than national or even local? How are global issues and agendas part of local education planning? Who is global education for? Why/do we need it?
Teaching Assistance and Grading (NYU)
|
Global Culture Wars (Undergraduate)
Professor: Dr. Noah Kippley-Ogman Fall 2022 Quantitative Research Methods in International Education (Graduate)
Professor: Dr. Sebastian Cherng Spring 2017, Fall 2017, Spring 2018 |
Comparative Issues in International Education (Graduate)
Professor: Dr. Dana Burde Fall 2022 International Development Education (Graduate, Grader)
Professor: Dr. Elisabeth King Fall 2016 |
|
Introduction to Global Education (Undergraduate)
Professor: Dr. Carol Anne Spreen Fall 2016 |
Political Issues in International Education (Graduate)
Professor: Dr. Elisabeth King Spring 2016 |
Courses I Would Like to Teach:
Introduction to Research Methods in Education (Undergraduate)
Understanding and Visualizing Education Data (Undergraduate/Graduate)
Education Policy: Development, Monitoring and Evaluation (Graduate)
Education and Development in Africa (Graduate)
Politics and Education (Graduate)
Introduction to Research Methods in Education (Undergraduate)
Understanding and Visualizing Education Data (Undergraduate/Graduate)
Education Policy: Development, Monitoring and Evaluation (Graduate)
Education and Development in Africa (Graduate)
Politics and Education (Graduate)
