As a first-generation college student, I empathize with others from non-traditional backgrounds. I know from my own experiences (entering college after 8 years of homeschooling) that walking into a college classroom can instantly create feelings of inferiority, apprehension, and intimidation. During my teaching, I try to foster a respectful and cooperative learning environment where every student feels comfortable contributing their unique perspective.
In planning my lessons, I integrate active and collaborative learning strategies. The result is two-fold: not only do students learn to think critically by interacting with others, but they also learn to regard their own individual experiences as strengths. By asking students to “play” with ideas (through shared projects, activities, and games), students seem less likely to parrot perfunctory responses by engaging authentically with course content.
SCIENCE, TECHNOLOGY, AND THE ISRAELI-PALESTINIAN CONFLICT
(Course developed, not yet taught. Syllabus available by request.)
What role does “science and technology” play in the Israeli-Palestinian conflict? This course examines the historical development of the Israeli-Palestinian conflict and its techno-scientific dimensions. In following a chronology beginning with the late Ottoman period until today, the course also addresses questions of legitimacy, including the following: how does “Science” become allied with the State to support, challenge, or expand its objectives? What technologies are used to justify occupation? What methods can be used to engage with resistance efforts? Drawing on contributions from post-colonial studies and subaltern studies, this course also resists the idea as “Science” as a diffusion of Western ideals, ultimately challenging the idea of technological determinism and supremacy. We will explore the idea of how local knowledge can supplement or dispute official nationalist narratives of Israeli or Palestinian identity (and narratives about the conflict itself).
Colonialism and Postcolonialism and the Modern Middle East
(Course developed, not yet taught.)
[This area is under construction.]
Making of the Modern World Sequence (Prehistory to the Enlightenment)
Teaching Assistant (2017-Present) under Profs. Smarr, Herbst, and Rahimi.
As a teaching assistant, I am responsible for preparing/leading discussion, grading, and meeting with students. Each term, I oversee approximately 30-60 students (usually holding two 50 -minutes sections, 2x a week).
The Making of the Modern World (MMW) sequence is a general education requirement for all incoming freshmen in Eleanor Roosevelt College at UCSD. The first-year courses combine topics from global history (origins of humans/development of society through the Enlightenment) with first-year writing requirements. By the end of the sequence, students create their own research project on a topic of their choosing (from ca. 1250-1750 CE), using primary and secondary sources.