For me, teaching is one of the most exciting aspects of being a historian.

I’ve been fortunate enough to work with graduate students, undergraduates, high schoolers, and adult learners in a variety of institutional settings. Before entering Binghamton’s History PhD program, I gained invaluable pedagogical training and hands-on teaching experience as a high school history teacher in my native Texas. This background informs my teaching in the college classroom. I am heavily invested in using student-centered pedagogy to foster an engaging and productive classroom experience for my students.

I firmly believe that history higher education should equip students with the historian’s skill set—the ability to analyze complex sources, craft evidence-based arguments, and communicate complex ideas in a variety of mediums. This philosophy animates my course design and assignments. I strive for inclusivity in my classroom, in part because as a first-generation student myself, I can speak firsthand to the hurdles many undergraduates face when seeking their degrees. I’m honored to have been awarded Binghamton’s 2019 highly-competitive Graduate Student Excellence in Teaching Award (read more here). 

Because of my broad training, I’m prepared to teach a wide range of courses in U.S. history, the history of medicine, public and digital history, and teacher preparation. Below are syllabi for recent courses I’ve taught: