Hartford Magnet Trinity College Academy. In the summers of 2011 and 2012, I taught in summer writing program for HMTCA, a joint venture between Trinity College and the magnet school across the street. As part of this program, I co-taught two-week writing sessions for rising ninth graders, in which they wrote literacy narratives.
Dangerous Decisions and Cheerful Choices. In the falls of 2011 and 2012, I taught a first-year seminar on decision-making in which my ultimate goal was to help students develop in-depth interviewing skills. Students were matched with four individuals over the course of the semester (including another first-year student, a college employee, and an upperclassmen) whom they interviewed about their major life decisions. [syllabus]
Public Policy Research Methods. In the springs of 2011 and 2012, I have taught the graduate-level research methods class for the Public Policy Department. I focus this course on teaching technical skills (building tables in Excel, cross-tabulations in SPSS, reading regression output in professional journal articles, creating effective presentations, etc). [syllabus]
People and the Polls. In the spring of 2010, I designed a special topics course on the decennial Census and other creations and uses of social science data in the United States. Students read Margo Anderson's Who Counts? and Sarah Igo's The Averaged American and watched closely the heavy advertising campaign as the decennial Census unrolled in early March. [syllabus]
Community Learning. In the spring of 2006, I co-taught a course with Dan Lloyd (a philosophy professor at Trinity) entitled Invisible Cities. [syllabus] Our students' work creating Google maps for local community organizations like Hartford Areas Rally Together was covered by The New York Times. Courses with this kind of community component have become of more and more interest to me the longer I have been at Trinity and have influenced in important ways my teaching philosophy, in which I emphasize the importance of indeterminacy while teaching. You can get a sense of how my students react to that style by reading a summary of quantitative data from my student evaluations from 2002 to 2005 or a selection of positive qualitative data from evaluations during the same period.
Sociology. I am a firm believer in the idea that someone trained in sociology should be able to teach a wide variety of topics and that good teaching involves delving into subjects that are not entirely familiar. My own teaching crosses the sociological span, under whose auspices I have taught Introduction to Sociology, Social Problems, Social Change, Sociology of the Family, Sociology of Education, and Social Theory [syllabus].