My teaching philosophy is driven by the belief that learning is a collaborative and interactive process. My research revolves around the remarkable role of interaction in language learning, and I see this mirrored in the classrooms of the most impactful and inspiring teachers I have known. These teachers emphasized three essential pieces of any culture of learning: learning how to learn, approaching information openly and critically, and making connections to integrate knowledge. I bring these same priorities to my teaching approach.

Scholarship in the social sciences is inherently related issues of diversity, equity, and inclusion. Researchers and instructors who make claims about how the mind works must recognize how our work is predicated on systems of marginalization and perpetuates existing inequity. My work is no exception. Though my research does not directly ask questions about these issues, I push myself to consider my “unrelated” scholarship as fundamentally contextualized in diverse, inequitable social structures.

As a teaching assistant, graduate student lecturer, and postdoctoral teaching fellow at the University of Chicago, I have had opportunities to design and implement curriculum in seminar and lecture settings. I teach general and introductory courses in psychology and the social sciences more broadly, including practical application of quantitative, qualitative, and mixed methods. My research expertise allows me to teach intermediate and advanced coursework in first language development/acquisition, applied methods in corpus analysis, multimodal conversation, and the socialization of face-to-face interaction.