Like my scholarly activity, my approach to pedagogy is broad and transdisciplinary. I regularly teach a range of undergraduate courses on Asian history, religions, and medical humanities. I also advise students in independent research through the Abington College Undergraduate Research Activities program.
I have a true passion for teaching, and it is my strong belief that the humanities are indispensable in providing undergraduates important tools to understand the world and to actively engage in society. My teaching methods have been influenced by several key experiences in my professional development. The first was my year as an instructor in the expository writing program at Johns Hopkins, which taught me the Harvard “Expos” pedagogical method. The second was my year-long fellowship at LeMoyne College, where I encountered the Jesuit philosophy of cura personalis (educating the whole person) and the method of “learning contracts.” Finally, my time at Abington College, a minority-majority institution with an extremely diverse student body, has also challenged me to expand and refine my teaching methods with an eye toward equity and inclusion.
Pedagogy Awards & Grants
Selected Blogs about Pedagogy
- Let’s Put More Humanity Into the Humanities: To build a more humane humanities in practice
- The world outside the lecture hall is on fire: On political engagement and our relevance as academics.
- Storytelling Ethnography as Engaged Pedagogy for a Diverse Student Body: An example of the kind of course content suggested in the previous post, specifically designed for diverse students.
- Deconstruction is no longer enough: Transitioning from critique-only to a fuller range of tools for empowerment, empathy, and meaning-making.
- The Grading “Scorecard”: A Tool for Teaching a Diverse Student Body: A maximally flexible grading system to meet the needs of a diverse student population and to maximize engagement in the class.
- Dynasties & Dragons: A Role-Playing Game for Developing Term Papers: A complex semester-long role-playing game integrated into my introductory undergraduate survey courses in Chinese history.
- Team-Taught Interdisciplinary Course on Visualization: Integrating Medieval Chinese Buddhism and STEAM. This course was a New Media Consortium 2015 Idea Lab Winner.
- iPad-Enabled Hybrid Course: Utilizing the public history resources in the Philadelphia area, this class had two purposes: to learn about the history of medicine, and to meet with various curators, archivists, and other professional role models that could share advice and perspectives about career choices in history.
- What to Teach and How to Teach It: A quick introduction to my basic teaching principles, AKA “the three C’s and three A’s.”
- The Master Learning Objectives Grid: Using learning objectives to outline what the core academic and life skills acquired in the humanities.
See additional blog posts about the search for larger perspectives that balance being an academic with being human at Medium.com/@metadisciplinarity