TEACHING PHILOSOPHY

Teaching is a central part of my work as a scholar and thinker. I am dedicated to student education and student-led research, and take seriously student engagement and personalized instruction that can inspire and encourage all students, particularly those from diverse backgrounds.

My courses are designed to encourage student success by having class-specific resources available to them. I work with librarians and writing-centres to help my students learn the best ways to use the properly utilize these resources. I also design 'nested assignments' and build accountability checks into my syllabus as tools to ensure student success.

The subjects I teach are exceptionally relevant to students' lives. Consequently, not only do I design my courses and teach sociology with an intersectional lens, I actively recognize the lived realities of the students in my classrooms and work with them to understand how what they learn interacts with their own lives. For example, it can be very disheartening for students to learn about the racial and class based inequalities that persist in education outcomes since many students may be facing these inequalities in their own lives. In these scenarios, I work with students by engaging in larger class discussions to help them understand how their experiences reflect, interact with, and deviate from the theories and knowledge presented in my class. Addressing inequality and privilege in the classroom is especially salient when teaching in urban settings such as Toronto -- an exceptionally diverse city. In short, my teaching aims to empower students through knowledge, having them find sociology in their everyday lives. 

 

TEACHING

Sole Responsibility Course Instructor 

Soc 498 Special Topics - Gender, Health, Medicine, University of Toronto. 

Course Description and Objectives: This course and examines the relationships among sex, gender, health, and modern medicine. It looks at the way gender organizes health and medicine, but also how medical systems and health practices create and organize gender. In this class, we look at how sex became a subject of scientific study, explore the medicalization of bodies, and how gender became a category of analysis. There will be also be a significant focus on health technologies, exploring the ways in which health technologies organize, create, and discipline human bodies. We will ask questions of how modern Western medicine traditions view male and female bodies and define their health and illnesses accordingly. 

Click HERE, for a copy of the syllabus. 


Soc 224 Sociology of Education. University of Toronto, Mississauga.

Course Description: In this class we have the unique opportunity to reflect on that to which we have devoted years of our lives: being students.  Why study education?  To begin with, every Canadian will, at some point in their life, be educated within a school system.  Millions of dollars of government money is put into education each year; so important, it is typically part of an election platform.  Education is what we rely on to instruct our children from an early age, or where we go as adults when we want a career change, social mobility, or greater expertise in a specific area.  Education is mandatory in Ontario until the age of 18.  The list goes on.  This course introduces you to the sociology of education.  In particular, we will consider how schools are shaped by society, and vice versa.  To do so, we will look at many theories and issues in the sociology of education, including race, gender, and class inequalities, how schools socialize, and what some of our key sociological thinkers have said about education in society.  It is an introductory look at the sociology of education.

 

MENTORING EXPERIENCE

I am exceptionally committed to mentoring undergraduate students and have had the fortune of mentoring seven student as part of the Research Opportunity Program at the University of Toronto, Mississauga. This mentoring has ranged from teaching practical skills in qualitative and quantitative research methods and programs, writing literature reviews, applying for grants, awards, and graduate school, to professionalization and career development. I have accompanied two undergraduates on a research trip to the United Kingdom, and have taken several undergraduates to national and international conferences, teaching them to navigate conference presentations and conference culture.