Description of Courses Taught
Graduate Teaching Assistant | Syracuse University – Department of History
HST 101: American History before 1865
This survey course delves into the history of the United States from indigenous life and culture before the Columbian exchange to the outbreak of the Civil War. Topics covered include the colonization of the Americas, the causes of the American Revolution and its consequences, slavery, westward expansion, the growth of sectionalism, and the Civil War.
HST 102: American History after 1865
This survey course examines the history of the United States from Reconstruction to the present. Topics covered include Jim Crow, industrialization, Progressivism, America during the world wars, the Great Depression, the Cold War, civil rights, the rise of the New Right and 9/11.
HST 111: Early Modern European History, 1350-1815
This survey course offers an overview of European history from the Black Death to Napoleonic period. Topics covered include the Black Death, the Hundred Years’ War, the Renaissance, the Age of Exploration, the Protestant Reformation, the Thirty Years’ War, the Scientific Revolution, the Enlightenment, and the French Revolution.
This survey course focuses on global history from the thirteenth century through 1750 by examining social, economic, political, intellectual, and religious developments in major regions of the world: Asia, the Middle East, Africa, and the Americas. Topic covered include The Rise of Empires, Disease, The Transatlantic Slave Trade, the spread of Christianity, Islam, and Buddhism, European state-formation, and the rise of global trade.
HST 121: Global History before 1750
Description of Teaching Responsibilities
For all of the above courses, I led discussion sections. In each of these courses, I taught three sections that each meet once a week, with approximately twenty students per section. The discussion section typically included a mini-lecture, a conversation about the assigned weekly primary source documents and an active learning activity. About four section meetings per semester were designated to exam review or paper workshops.
Every week before my sections, I prepared a lesson plan and a recitation PowerPoint that reviewed important concepts from lecture, primary source discussion questions and related media. Please visit the contact page to receive links to several of my pedagogical tools including: course powerpoints, Kahoot Quizzes and Paper Preparatory Materials.
Teaching Associate | Syracuse University Study Abroad – Department of African American Studies
AAS 400: Paris Noir Seminar in Literature, Art and Contemporary Life in Diaspora
AAS 490: Independent Research Study
Paris Noir: Literature, Art and Contemporary Life in Diaspora is a five-week summer
study abroad course hosted by Syracuse University. The internationally-recognized
program immerses participants in socio-political engagement, art and culture. Students
attend seminar classes and cultural activities while simultaneously developing
independent research projects based on their interdisciplinary interests and experiences in
Paris.
Description of Teaching Responsibilities
In these courses, I served two different roles. In the AAS 400 Seminar, I did not lead a discussion section. Instead, my primary role was to assess seminar coursework assigned by the Professor and helped organize panel presentations with local Parisian artists, activists and entrepreneurs based upon the Professor’s recommendations. These panel presentations occurred once a week for 6 hours a day. I also created my own panel entitled, “Hip Hop: Music, Activism and Culture,” based upon my dissertation research. These panels typically had 3-5 participants and engaged students in a variety of subject material including: history, literature, the arts and education.
In the AAS 490: Independent Seminar, I worked in collaboration with the Professor to assist students in the creation of a research project based upon their time in Paris. Each student met with the Professor and myself to pitch their project. After this meeting, the students worked primarily with me to develop a research proposal, a format for their project and a final research presentation at the end of the program. I assessed and graded each research proposal and met with an average of 13-17 undergraduate and graduate students to develop and strengthen their project. In addition to this work, I spearheaded an interactive learning project called the Paris Noir Blog. Select students volunteered to write their own posts about their research, classroom activities and reflective pieces on their time abroad. I met with each student individually to edit and publish their post. Please visit the blog created by the Paris Noir students in 2015.
Grader | Syracuse University- History Department and Executive Education Department
HST 316: Europe Since 1945
PAI 763: NGO Management in Developing and Transitioning Countries
Description of Teaching Responsibilities
As a grader, I did not have discussion sections of my own. However, I was responsible for grading quizzes, exams and papers. Sometimes my responsibilities included lecturing and preparing students for their final presentations.