Pedagogical Philosophy
When I enter the classroom, I bring with me two things that have shaped me as both a scholar and a teacher: my background as a U.S. historian with a concentration in military history, and my experience as a first-generation college student. Together, these shape my philosophy of teaching. My goal is not only to provide students with the analytical tools to understand the past, but also to create a classroom environment where every student, regardless of background, can see themselves as capable of engaging deeply with history and of carrying those skills into a wide variety of careers.
At the core of my teaching is the conviction that a liberal education is essential for preparing students for citizenship and leadership. A strong grounding in history cultivates perspective, empathy, and the ability to think critically about complex issues. In my classes, students learn to view the present as the product of the past and to analyze how historical forces shape both institutions and individual lives. I challenge them to engage with history not as a set of facts but as a framework for interpreting the world. This requires them to confront difficult questions, consider unfamiliar perspectives, and grapple with the ways their own experiences and biases inform their interpretations.
As a historian of the United States, I am well positioned to teach a broad range of courses in modern U.S. history, from introductory surveys to specialized seminars. My concentration in military history allows me to offer courses that connect domestic and international themes—war and society, U.S. foreign relations, the role of the military in American life—while also tying these subjects to broader currents in politics, culture, and social change. Additionally, my liberal arts training enables me to contribute to general education courses that emphasize civic responsibility, global awareness, and the development of critical thinking skills.
Successful teaching depends on creating an environment in which students feel welcome and able to contribute fully. In my own experience as a first-generation college student, I learned firsthand how intimidating classrooms can feel when you are unsure of the expectations, unaccustomed to academic culture, or worried that your voice does not belong. Because of this, I make an intentional effort to meet students where they are, to demystify the hidden curriculum of higher education, and to provide consistent encouragement. I want my students, especially those who may not have followed traditional pathways into the university, to know that their perspectives matter and that they can succeed.
To make this possible, I emphasize active learning in every course. Rather than relying solely on lecture or open-ended questioning, I employ strategies that ensure participation from all students. These include in-class writing, structured debates, small-group analysis of primary sources, and simulations of historical decision-making. For example, in my U.S. military history courses, I have asked students to take on the roles of military and civilian leaders during critical moments in American wars, requiring them to apply both historical knowledge and theoretical concepts to develop and defend strategy proposals. Such exercises not only deepen their understanding of content but also cultivate communication, teamwork, and problem-solving skills.
Trust and mutual respect are at the heart of my pedagogy. My time in the military taught me the value of building teams that function through encouragement, accountability, and shared purpose. I bring this mindset into my teaching, where I strive to foster a classroom culture that supports open dialogue and honest engagement. Students quickly sense when they are respected and valued, and this in turn empowers them to take intellectual risks, ask difficult questions, and challenge both me and one another. I see teaching as a collaborative enterprise in which I learn as much from my students’ diverse perspectives as they learn from me.
My commitment to student success extends well beyond the classroom. I view advising, mentoring, and outreach as integral parts of my teaching philosophy. I have worked closely with students to help them develop research projects, connect with professional opportunities, and pursue internships that align with their academic and career interests. I have also mentored veterans and other nontraditional students, drawing on my own transition from military service to higher education to help them navigate similar challenges. Supporting first-generation students is especially important to me, as I know how crucial guidance and encouragement can be for those who are the first in their families to pursue a college degree.
Ultimately, teaching, coaching, and mentoring are lifelong commitments for me. While my scholarship primarily reaches other historians, my teaching allows me to influence the intellectual development of hundreds of students over the course of my career. I see this work as both a professional responsibility and a personal calling. By combining rigorous historical training with inclusive pedagogy and a commitment to mentorship, I aim to prepare students not only to succeed academically but also to thrive as thoughtful citizens and leaders in their communities.
Courses Taught as Instructor of Record
US History 1877 to Present (In person lecture-based course, Spring 2023)
World Military History (online asynchronous, 4 weeks, Summer 2023)
