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Teaching

Teaching Experience

UNIVERSITY OF DENVER (DU),  Douglas and Mary Scrivner Institute of Public Policy at the Josef Korbel School of International Studies (Fall 2024 – Present)

  • Teaching Assistant Professor of Public Policy

  • Teach courses at DU's Korbel School and Scrivner Institute including: 

    • Urban Politics (PPOL 3701; Fall 2024)

    • Ethics in Public Policy (PPOL 3300; Winter 2025)

    • Policy Writing (PPOL 4702; Winter 2025, Spring 2025)

    • Public Policy Analysis (PPOL 2701.2; Spring 2025)

    • Policy Lab: Housing Policy (PPOL 4350; Spring 2025)

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Other DU Course Syllabi Forthcoming

COLUMBIA UNIVERSITY, Graduate School of Architecture, Planning and Preservation (GSAPP), PhD in Urban Planning

New York, NY, Degree Expected 2024

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HARVARD UNIVERSITY, John F. Kennedy School of Government, Master of Public Policy (MPP)

Cambridge, MA, 2019​​​​​

  • Teaching Fellow, Professors Roberto Mangabeira Unger and Cornel West, American Democracy (HLS 2955, HDS 2733, AFRAMER 123Z), Spring 2019:  Taught weekly discussion sections for undergraduate Harvard College students, developed course pedagogical material and discussion lessons, assisted students in office hours, provided feedback on student assignments.  Through participatory discussions, helped students craft and defend paradigms for America’s institutional reconstruction and desired arrangements.

  • Course Assistant, Professor Quinton Mayne, Urban Politics, Planning, and Development (SUP-601), Spring 2019:  Worked with Quinton Mayne as a Research Assistant in Fall 2018 to develop and enhance SUP-601 course syllabus, planning readings, theory, and pedagogical approaches for 6-7 course sessions.  As Course Assistant, graded papers, led office hours, and ran select class sessions. 

  • Course Coach, Professor Brian Mandell, Advanced Negotiation Workshop (MLD-280), January 2019, and Fundamentals of Negotiation Analysis (MLD-220M), Fall 2018:  Developed course material, led select class lectures and sections, coordinated and ran pedagogical negotiation simulations, and assisted students in office hours.

  • Course Assistant, James Carras, Policymaking in Urban Settings (SUP-600), Fall 2017:  Served as the sole teaching support for Professor Carras’ course on equitable urban development policy and practice.  Graded papers, led office hours, and ran select class sessions. 

STANFORD UNIVERSITY, Bachelor of Arts (B.A.) Public Policy, Bachelor of Arts with Departmental Honors (B.A.H.), Urban Studies         

Stanford, CA, Class of 2015

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  • Teaching Assistant, Stanford University Program on Urban Studies, Stanford, CA, Winter 2013:  “Urban Studies 132:" Worked as the single Teaching Assistant in Larry Litvak’s course, "Urban Studies 132, Concepts and Analytic Skills for the Social Sector;” course material included quantitative and qualitative evaluation of social ventures; topics included organizational mission, strategy, communications / marketing, financing and impact evaluation; opportunities and limits of methods from the for-profit sector to meet social goals. Perspectives came from the fields of social entrepreneurship, design thinking and social change. Focus was on integrating theory with practical applications. Graded assignments, prepared study sessions, and proctored examinations for a 20-student seminar.

CITY UNIVERSITY OF NEW YORK (CUNY), John Jay College, Department of Public Management (Spring 2022)

  • Adjunct Lecturer (PAD-121): Taught undergraduate course on data-analytic and information systems used by public, private and nonprofit organizations and their impact on the administration of public programs. Students learn how to craft data-driven arguments and use effective methods and techniques of information-gathering, evaluation and presentation to further public-management goals. The course teaches students how gather, analyze, and evaluate information, including data-analytic arguments and sources of online and other information. Course includes training and skills development in Microsoft Excel, ArcGIS, and qualitative and content-analysis coding.  

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COLUMBIA UNIVERSITY, Graduate School of Architecture, Planning and Preservation (GSAPP), PhD in Urban Planning

New York, NY, Degree Expected 2024

  • Teaching Assistant, Spring 2024, 2023, and 2022, Kurt Steinhouse; Spring 2021, Moira O'Neill Hutson, Planning Law (PLAN 6052):

    •  Taught weekly recitation and discussion sections ranging from 20–40 students for masters-level Columbia GSAPP MSUP-1 students.  Developed course pedagogical material and discussion lessons, assisted students in office hours, provided feedback on student assignments.  Through participatory discussions, helped students understand planning legal theory and history. Discussion sections included fundamental legal concepts:  the case method, stare decisis, standings, standards of review. Written class assignments integrate urban planning, public policy, and law through students’ analysis of specific jurisdictional contexts of their choosing. 

  • Teaching Assistant, Fall 2021, Professor Ryan Thomas Devlin; Fall 2020, Professor Hiba Bou Akar, History and Theory of Planning (PLAN 4008):

    • ​Taught weekly stand-alone discussion sections of 16–21 masters-level Columbia University Graduate School of Architecture, Planning, and Preservation (GSAPP) 1st year urban planning students (MSUP-1).  Developed course pedagogical material and discussion lessons, assisted students in office hours, provided feedback on student assignments.  Through participatory discussions, helped students understand planning history and theory from a critical point of view and develop their own planning writing assignments.

HARVARD UNIVERSITY, John F. Kennedy School of Government, Master of Public Policy (MPP)

Cambridge, MA, 2019​​​​​

  • Teaching Fellow, Professors Roberto Mangabeira Unger and Cornel West, American Democracy (HLS 2955, HDS 2733, AFRAMER 123Z), Spring 2019:  Taught weekly discussion sections for undergraduate Harvard College students, developed course pedagogical material and discussion lessons, assisted students in office hours, provided feedback on student assignments.  Through participatory discussions, helped students craft and defend paradigms for America’s institutional reconstruction and desired arrangements.

  • Course Assistant, Professor Quinton Mayne, Urban Politics, Planning, and Development (SUP-601), Spring 2019:  Worked with Quinton Mayne as a Research Assistant in Fall 2018 to develop and enhance SUP-601 course syllabus, planning readings, theory, and pedagogical approaches for 6-7 course sessions.  As Course Assistant, graded papers, led office hours, and ran select class sessions. 

  • Course Coach, Professor Brian Mandell, Advanced Negotiation Workshop (MLD-280), January 2019, and Fundamentals of Negotiation Analysis (MLD-220M), Fall 2018:  Developed course material, led select class lectures and sections, coordinated and ran pedagogical negotiation simulations, and assisted students in office hours.

  • Course Assistant, James Carras, Policymaking in Urban Settings (SUP-600), Fall 2017:  Served as the sole teaching support for Professor Carras’ course on equitable urban development policy and practice.  Graded papers, led office hours, and ran select class sessions. 

STANFORD UNIVERSITY, Bachelor of Arts (B.A.) Public Policy, Bachelor of Arts with Departmental Honors (B.A.H.), Urban Studies         

Stanford, CA, Class of 2015

​

  • Teaching Assistant, Stanford University Program on Urban Studies, Stanford, CA, Winter 2013:  Concepts and Analytic Skills for the Social Sector (Urban Studies 132): Worked as the single Teaching Assistant in Prof. Larry Litvak’s course.  Course material included quantitative and qualitative evaluation of social ventures; topics included organizational mission, strategy, communications / marketing, financing and impact evaluation; opportunities and limits of methods from the for-profit sector to meet social goals. Perspectives came from the fields of social entrepreneurship, design thinking and social change. Focus was on integrating theory with practical applications. Graded assignments, prepared study sessions, and proctored examinations for a 20-student seminar.

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