My teaching interests are in racial and ethnic politics, political behavior, public opinion and research methods. I actively engage students in research projects inside and outside of the classroom, I also integrate a service-learning component to several of the courses that I offer.
Teaching Grants and Awards:
Leadership and Character Program's "2021 New Course Development Grant," WFU
Pro Humanitate Institute Community Engagement Fund, WFU
Academic and Community Engagement (ACE) Fellowship, WFU
College Course Enhancement Fund Grant, WFU
Institute for Public Engagement Mini Grant for service-learning projects, WFU
School of Divinity’s “Anti-Racist Pedagogy Event,” WFU
"Chi Sigma Iota’s Discussion on Race, Ethnicity, Citizenship & Language in Counseling,” WFU
“Pro Humanitate Institute’s Faculty Engaged Teaching Luncheon Discussion”, WFU
“Engaging Locally to Develop Intercultural Competence”, WFU
“Navigating Engaged Teaching in a Global Context”, WFU
"Small Online Teaching," WFU
"Teaching Inclusively: Creating a Climate for Learning", WFU
“An Introduction to Learner-Centered Teaching”, WFU
“Motivating Students: Getting Them to Read”, WFU
“Engaging and Supporting the Wake Forest Student: Pedagogical approaches for success series,” WFU
“Syllabus Exchange,” WFU
“Effective Online Discussion in Face to Face Classes,” WFU
“The Interactive Lecture,” WFU
POL 214 Latinx Politics (service-learning course)
This course explores the contemporary role of Latinos as a minority group in the U.S. taking into account the history of immigration from Latin America and Latinos’ struggle for civil rights in the 20th century and today. The major topics covered in this course include: Latinos in North Carolina, interracial attitudes toward immigration from Latin America, Latinos’ role in state and local politics, Latino political behavior and the likelihood of coalition formations among Whites, Blacks and Latinos. Some of the key questions that this course covers are: Who are Latinos? Why do we care about pan-ethnic identity? What does it mean to be an American and how do Latinos fit into this definition? Why is immigration so important to Latinos? Why is identifying Latinos’ partisan identification so critical? How does Latino political behavior compare to Blacks, Whites and other minority groups? To encourage a strong, comprehensive understanding of the social, economic and political experiences that Latinos face in the U.S., students are required to provide 20 hours of service to a community agency affiliated with the Latino population or one that targets Latino issues.
POL 224 Racial and Ethnic Politics (service-learning course)
This course explores racial and ethnic politics in the U.S. particularly focusing on African Americans, Latinos, Asian Americans, Native Americans and Whites. Although racial and ethnic politics can cover an extensive number of topics, the course specifically explores issues regarding identity development, minority representation, the US criminal justice system and interracial coalition formation. The main guiding questions of this course include: Why do we have to have a racial and ethnic politics course? How do blacks, whites, Latinos and Asian Americans compare and contrast in racial and political identity? How and to what extent do our government’s policies handle inequality and racism and protect the rights of people of color? Given the political realities of today, what strategy (coalition or conflict) should minority groups take when dealing with other minority groups and the majority group? To encourage a solid understanding of the major topics of the course, students are required to provide 20 hours of service to a community agency that addresses the needs and struggles of African Americans, Latinos, American Indians or Asian Americans in the Winston-Salem area.
POL 280 Research Methods
In this course, we will explore what political science is and what it can accomplish with a focus on the ways in which political scientists collect, analyze and present quantitative and qualitative data. The purpose of this course is to introduce students to the research process and a range of basic analytical techniques necessary to understand and conduct quantitative and qualitative research. Several topics will be discussed in this course. We will begin with a discussion of what is political science and the difference between concepts and research questions. The basics elements of the literature review will be discussed along with the research design. Our course will end with an examination of various quantitative and qualitative tools to gather and analyze data and present results. At the end of this course, students will be able to define political science and distinguish it from both punditry and related disciplines; analyze and critique the methodology and methods of published political science research; demonstrate basic competency with the bibliographic software Zotero; construct a literature review addressing previous work on a topic of their choice; design and present a research proposal addressing a question of their choice; identity and describe basic qualitative tools of conducting research; calculate, interpret and present statistical data with a focus on descriptive statistics, test of statistical significance, measures of association and linear regression; differentiate strong and weak arguments made with quantitative and qualitative techniques; and demonstrate basic competency with the statistical software Stata and R.
POL 300 Race and Media Senior Seminar Course
Given political media’s ongoing discussion of incidents regarding race and the law as well as the growing presence of Latino and African Americans in office, this course takes a fresh approach to exploring the role of race in U.S. media and the role of political media in reinforcing or challenging prevailing stereotypes and attitudes about race. Building on research in the fields of political communication, political psychology, and racial and ethnic politics, this course examines four major topics: 1.) racial stereotypes and depictions in the media, 2.) racialized issues in the news, 3.) racial priming and 4.) media targeting of Latinos and African Americans. Some core questions that this course will examine include: What has been the role of political media in reinforcing or challenging prevailing stereotypes and attitudes about matters of race and ethnicity? Why does racialization of issues in the news matter? How do racialized issues in the news affect individuals’ policy stances? What is racial priming? To what extent do implicit and explicit racial appeals shape individuals’ racial attitudes and evaluations of candidates? What do we know about how media and campaigns target minority audiences and voters? Is it effective? Is it harmful? A primary goal of this course is for students to conceptualize, design and implement a thesis project that applies knowledge in race and media to a study using quantitative or qualitative methods.
Service-Learning Partners and Links:
Northwest Middle School