• Introduction to International Relations

• Introduction to International Political Economy

• Introduction to Comparative Politics

• International Security

• American Foreign Policy

• Politics of the Global South

• African Politics and Development

• China-Africa Relations

• China and the Global Economy

• Research Methods in International Relations

POLS 186: Introduction to International Political Economy(Spring 2022, Summer 2022, Summer 2023, Summer 2024)

POLS 7: Introduction to International Relations (Guest Lecturer in Winter 2022, Summer 2025)

POLS 6: Introduction to Comparative Politics (Fall 2017)

POLS 7: Introduction to International Relations (Fall 2018, Winter 2021, Winter 2022)

POLS 126: International Security (Fall 2019, Winter 2025)

POLS 127: American Foreign Policy (Spring 2018, Winter 2019, Winter 2023, Spring 2023, Spring 2025)

POLS 186: Introduction to International Political Economy (Spring 2019, Spring 2020, Fall 2020)

UCSB Summer Research Academy: International Migration, Borders & Fences (Summer 2021)

As an educator, my teaching philosophy is rooted in the belief that the classroom should be a dynamic space where students not only acquire knowledge but also develop the critical thinking skills necessary to engage with the complexities of our globalized world. My approach to teaching is guided by three core principles: fostering an inclusive and diverse learning environment, connecting theory to practice, and encouraging active learning through interdisciplinary engagement.

Fostering an Inclusive and Diverse Learning Environment

I believe that diversity in the classroom enriches the learning experience for all students. My courses are designed to reflect the global nature of politics and economics, incorporating a wide range of perspectives from different cultures, regions, and academic traditions. I make a concerted effort to include scholarship from the Global South and underrepresented voices in the curriculum, challenging students to think beyond the traditional Western-centric paradigms that often dominate the field.

Creating an inclusive environment also means being attentive to the diverse backgrounds and experiences of my students. I employ culturally responsive teaching methods that recognize and value the unique perspectives each student brings to the classroom. This involves not only diversifying the content of my courses but also adapting my teaching strategies to meet the varied learning needs of my students. For example, I incorporate multiple forms of media, such as films, podcasts, and visual aids, to cater to different learning styles and make complex theoretical concepts more accessible.

Connecting Theory to Practice

In the field of international relations, understanding theoretical frameworks is essential, but I also believe that students learn best when they can see how these theories apply to real-world situations. My teaching emphasizes the connection between theory and practice, encouraging students to critically analyze current global events through the lens of international relations theories.

To achieve this, I incorporate case studies, simulations, and role-playing exercises into my courses. These activities allow students to step into the shoes of policymakers, diplomats, and international organizations, helping them understand the challenges and complexities of decision-making in the global arena. For instance, in my Introduction to International Political Economy course, students might participate in a simulation where they negotiate trade agreements, balancing national interests with global economic dynamics. Such exercises not only deepen their understanding of the subject matter but also develop their skills in negotiation, communication, and critical thinking.

Encouraging Active Learning through Interdisciplinary Engagement

International relations is inherently interdisciplinary, intersecting with fields such as economics, history, sociology, and law. I encourage my students to engage with these intersections, fostering a broader and more nuanced understanding of global issues. In my courses, I draw connections between international relations and other disciplines, helping students see the multifaceted nature of the challenges we study.

For example, when teaching about globalization, I might incorporate economic theories, historical contexts, and sociological perspectives to provide a comprehensive view of how globalization shapes and is shaped by different forces. I also encourage students to pursue research projects that cross disciplinary boundaries, allowing them to explore topics that interest them from multiple angles. This approach not only enriches their learning experience but also prepares them to think critically and creatively in their future careers.

Mentorship and Student Development

Beyond the classroom, I am deeply committed to mentoring students and supporting their academic and professional growth. I strive to create a supportive environment where students feel comfortable seeking guidance and exploring their academic interests. My mentoring approach is personalized and student-centered, focusing on helping each student achieve their individual goals, whether that be pursuing graduate studies, entering the workforce, or engaging in public service.

I take pride in helping students develop their research skills, guiding them through the process of formulating research questions, conducting literature reviews, and presenting their findings. I also encourage students to present their work at conferences and engage with the broader academic community, helping them build the confidence and skills necessary to succeed in their future endeavors.

Continuous Growth as an Educator

Teaching is a dynamic process, and I am committed to continually refining my pedagogical approach. I actively seek feedback from my students and colleagues, using their insights to improve my teaching methods and course design. I also stay informed about the latest developments in educational research and incorporate new strategies and technologies into my teaching. My goal is to create a learning environment that is both intellectually challenging and supportive, where students are inspired to think critically about the world around them and empowered to make a positive impact in their communities.

My teaching philosophy is driven by a commitment to diversity, the integration of theory and practice, and the fostering of interdisciplinary engagement. I am dedicated to creating an inclusive and dynamic classroom environment that not only educates but also inspires students to become thoughtful and engaged global citizens. I look forward to the opportunity to continue developing my teaching practices and contributing to the academic community.

As a scholar and educator, I am deeply committed to fostering a diverse, inclusive, and equitable academic environment. My research and teaching philosophy is grounded in the belief that diversity in all its forms, whether it be cultural, ideological, or experiential, enriches the learning experience and enhances the quality of scholarly inquiry. This commitment is not only a professional responsibility but also a personal conviction shaped by my experiences and observations both within and beyond academia.

In my teaching, I strive to create a classroom environment that values and respects the diverse perspectives of all students. I actively seek to include a wide range of voices in my curriculum, ensuring that course materials reflect the global nature of international relations. This includes integrating scholarship from diverse geographic regions, highlighting the contributions of scholars from underrepresented backgrounds, and examining international issues through various lenses, including race, gender, and socioeconomic status.

To further embrace diversity in the classroom, I employ several specific strategies. I design inclusive syllabi that feature a diverse range of authors, case studies, and perspectives. By moving beyond the traditional canon, I ensure that students gain a more comprehensive understanding of global issues. My teaching methods are also culturally responsive, recognizing the diverse backgrounds of my students. I incorporate comparative case studies that allow students to draw from their own cultural experiences, making the material more relevant and validating their perspectives.

I am committed to facilitating difficult conversations on sensitive topics such as colonialism, inequality, and human rights. By creating a safe space for respectful dialogue, I ensure that all voices are heard, and I incorporate reflective writing assignments that allow students to process these discussions at their own pace. Additionally, I implement Universal Design for Learning principles to accommodate diverse learning styles and needs. This includes offering multiple ways for students to engage with the material, such as through visual aids, group work, and interactive simulations, as well as providing flexible assessment options.

Collaborative learning is another key component of my approach. I design group projects that bring together students from different backgrounds, encouraging them to work collaboratively and exposing them to different perspectives and problem-solving approaches. I also regularly invite guest speakers from diverse backgrounds to share their experiences and insights with my students. These speakers, who may include diplomats, activists, and scholars from various regions, provide real-world perspectives that challenge students to think critically about global issues.

My research also reflects my commitment to diversity. For example, my work on the impact of Chinese investment in African ports examines the intersections of local, national, and global power dynamics, paying close attention to the voices and experiences of those who are often excluded from mainstream narratives. I am passionate about conducting research that challenges dominant paradigms and contributes to a more nuanced understanding of global issues, particularly from the perspectives of the Global South.

Beyond the classroom and my research, I am dedicated to contributing to a diverse and inclusive academic community. I have actively participated in initiatives aimed at supporting underrepresented students, such as mentoring programs and diversity workshops. As an instructor, I will continue to advocate for policies and practices that promote equity, such as inclusive hiring practices, the support of student organizations focused on diversity, and the development of community outreach programs that engage with diverse populations.

In conclusion, my commitment to diversity is an integral part of my identity as a teacher, researcher, and member of the academic community. I believe that by embracing diversity, we not only broaden our understanding of international relations but also create a more just and equitable world. I look forward to the opportunity to contribute to and learn from a diverse academic community.