Teaching

My teaching philosophy revolves around encouraging students to ask questions. What assumptions is the author making? Where does the data come from? What conclusions can we draw from this work? I believe that an emphasis on critical thinking not only allows for a flexible approach to complex subjects but also helps prepare students for their future careers and civic responsibilities.

The following page highlights classes I have taught as Instructor-of-Record at the University of Notre Dame and Duquesne University.

Courses

American National Government (DU)
This course introduces students to the fundamentals of American government and politics. The course frames the study of American government and politics by asking: How democratic is the U.S. government? Most Americans consider the U.S. a democracy, even as the world’s leading democracy. And yet, many Americans are also frustrated with politics in the U.S., believing that it does not represent people "like them," that it ignores the will of the people, and instead prioritizes “special interests.” We will discuss what we mean by 'democracy' and the requirements that democracy places on citizens, political leaders, and the government. We will then examine the various components of the American political system—its constitutional foundations, the political involvement of citizens, the institutions that link citizens to government, and the formal institutions of government—and evaluate the degree to which they are democratic. At the end of the course, students will assess their perception of the U.S. as a democratic nation and suggest improvements to enhance democracy in the U.S. or improve the public's understanding of democracy.

Introduction to Public Policy (DU)
This course examines how and why the U.S. government responds to problems in modern society. At a time when the public feels as if the government is unable or unwilling to address their needs, this class blends historical and present-day instances of policymaking to understand the abilities and limitations of government actors. We will start by learning the primary actors and institutions at the heart of the policymaking process in the U.S. and identify a variety of public concerns and potential policy solutions. By analyzing historical and modern policy according to the goals, problems, and attempted solutions, we will attempt to understand the overarching goals, problems, and solutions that drive public policy.

Politics in the Age of Social Media (ND)
The beginning of the internet age started with many feeling optimistic about its potential effects on politics, as in theory, it significantly decreased the cost of information. Today, social media’s impact on our politics is often described as null at best, profoundly negative at worst. In this course, we will discuss how elites and the public have used social media to engage in political processes, go over how this appears to influence public opinion, and look at what the future holds for social media’s use in politics. Finally, we will ask whether social media, and the internet more broadly, has fundamentally changed politics, or if it is just one more step in a long line of technological advancements used in predictable patterns.

How to (Not) Lie with Statistics (ND, synchronous online)
How can we reduce partisan animosity? How will Amazon HQ2 impact local economies? Should parents allow kids to have screen time? Do immigration inflows increase crime rates? Modern society constantly faces questions that require data, statistics, and other empirical evidence to answer well. But the proliferation of niche media outlets, the rise of fake news, and the increase in academic research retraction make navigating potential answers to these questions difficult. This course is designed to give students tools to confront this challenge by developing their statistical and information literacy skills. It will demonstrate how data and statistical analyses are susceptible to a wide variety of known and implicit biases, which may ultimately lead consumers of information to make problematic choices. The course will consider this issue from the perspectives of consumers of research as well as researchers themselves. We will discuss effective strategies for reading and interpreting quantitative research while considering the incentives researchers face in producing it. Ultimately, students will complete the class better equipped to evaluate empirical claims made by news outlets, social media, or their peers. The goal is to encourage students to approach data-driven answers to important questions with appropriate tools rather than blind acceptance or excessive skepticism.

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