For me, teaching is one of the most exciting aspects of being a historian. A love for teaching is what inspired me to become a historian, and each time I enter the classroom I strive to bring that enthusiasm with me.

In my nine-year teaching career, 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 learning environment for my students. My firm belief 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—animates my course design and assignments. I strive for inclusivity in my classroom, in part because as a first-generation, learning-disabled 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).

I’ve designed and taught surveys and seminars at Binghamton, and I’ve worked extensively as a teaching assistant. Because of my broad training, I’m prepared to teach a wide range of courses in U.S. history, the history of medicine and science, public and digital history, and teacher preparation. I’m also committed to innovative, rigourous online teaching, and I regularly offer gateway history courses online.

Below are syllabi for recent courses I’ve taught: