Teaching Philosophy 

My primary goal in teaching is to develop my students as critical thinkers who can apply theoretical knowledge to public discourse. I aim for my students to understand the interconnection between the disciplines of international and domestic politics, including their implications on broader societal, economic and democratic processes. In order to create an effective learning environment, my teaching is centered around accessibility and inclusiveness. In the classroom, I strive to create a collaborative environment where all students feel comfortable contributing to class discussions and asking questions. I place a particular focus on creating a safe space for students from non-traditional backgrounds; as a first-generation scholar and immigrant myself, I understand the challenges students from underrepresented groups face when they are deprived of relatable role models in academic settings.

The inclusion of all students in the learning process is at the heart of my teaching philosophy. In my POLS 260 Introduction to International Relations course, I actively encouraged class discussions by establishing clear guidelines for respectful conversation. Outside of class, I make myself available for personalized feedback and advising, encouraging students to schedule meetings with me if my office hours are not suitable for them. I use one-on-one meetings to better understand each student's unique needs and challenges during their learning process. Some of my students with intersectional identities have expressed their willingness to come to my office hours throughout the semester for guidance on navigating the academic environment and their career paths. Connecting with my students is one of the most rewarding aspects of teaching that I have the privilege of experiencing as an instructor.

As part of my efforts to foster an accessible environment, I design my syllabi with foresight and intentionality; from the first day of the course, students are informed of all due dates, exam dates, and course policies, both via printed syllabi and course content available online. I also like to provide my students with ungraded syllabus quizzes to make sure that they have a strong grasp on the course expectations. I prioritize interactive learning by incorporating group exercises and discussions that connect current events to the theories outlined in the syllabus. For example, in my International Relations class, I encourage my students to consult five to seven different news sources on the most recent developments in international politics before each class. The first 8-10 minutes of each class, I devote to a critical review of weekly news; I facilitate this process by posing open-ended questions. After asking each question, I pause for a few seconds to allow all students sufficient time to process the question. This brief wait time encourages more students, including those who tend to be more passive in their participation, to formulate responses.

In addition to my academic training, I have demonstrated my commitment to enhancing student academic achievements through my proactive service in the Graduate and Professional Student Senate (GSAPS) and Graduate Student Association for Political Science (GSAPS) at West Virginia University. In this framework, I have served as an advocate for better student engagement in the administrative and academic policies that impact them.

I hope for my enthusiasm for teaching to translate into my students' enthusiasm for learning. I am committed to the continuous development of my teaching approach to enhance student learning and improve the effectiveness of my courses.

Teaching Experience

At West Virginia University, I have taught classes both as an Instructor of Record and Graduate Teaching Assistant for the following courses: 

Instructor of Record:

·   Introduction to Comparative Politics, Spring 2023

·   Introduction to International Relations, Fall 2023; Spring 2024, Fall 2024

Graduate Teaching Assistant: 

·   Electoral Systems and Political Parties Around the World, Fall 2021.

·   Model United Nations, Fall 2022.