I teach courses on evaluation theory, evaluation practice, and evaluation’s relationship to society. Essentially, these courses explore what evaluation is, how to do it, and why it matters. I enjoy working with students from different disciplines and fields of practice who are interested in the design, implementation, and evaluation of education and social programming (and policies). I also value advising students on cross-cultural fieldwork, social theory, and research design.

My experiences with social justice pedagogy and writing instruction have shaped how I approach teaching in the following ways:

• Creating an affirmative learning space for students of all identities is an explicit, ongoing value that frames course discussions, tasks, and learning materials.
• Texts are chosen and assignments are designed to promote students’ development as social scientists, writers, and critical and ethical thinkers.
• Everyone has valuable knowledge and experiences: I strive for humility in sharing what I know with others and in learning from what others know.
• Collective and individual reflection are essential to my teaching practice and to students’ participation in my classes.
• Conversations with students about their learning priorities impact my instructional decisions.
• My courses' main forms of assessment are discussion and writing.