Teaching

Providing inclusive, experiential, project-oriented educational opportunities

Teaching Experience and Principles

I have a decade of experience teaching in diverse settings from Social Studies courses in urban high schools in St. Louis and Albuquerque to teaching Latin American history to first generation college students at UC-Davis. More recently, at USC I taught a course applying digital methods to Latin America history, in which students applied Python to quantitative data and digital text analysis, and in the creation of data visualizations. At Dartmouth, I am teaching courses at different scales: from a history course on the Andes to another applying digital mapping and a place-based approach to local history. Drawing on these experiences, three principles guide my instruction: the developmental view of education, experiential education and the Teacher-Scholar model, and the embrace of diversity (in all its forms) toward the creation of an inclusive pedagogy.

Teaching Interests

Italics denote specific classes taught or scheduled to teach

  • Digital History and the Digital Humanities
    • Programming for the Humanities (Python or R)
    • Programming for Quantitative Data Analysis and Visualization (Python or R)
    • Hacking History: Beginning Python for Quantitative and Qualitative Digital History
    • Data Visualization
    • Digital Text Analysis and Mining
    • DH survey courses
    • Digital History from Below: Applying Digital Tools to Reconstruct the Histories of Marginalized People
  • History of Latin America or the Andes
    • A World Turned Upside Down: An Indigenous History of the Andes
    • Hacking History (see above)
    • Latin American history surveys (pre-Columbian to modern)
    • The Greatest Stories Ever (Mis)Told: Debunking Early American Myths from Columbus and Cortés to Pizarro and the Pilgrims (Dartmouth, First Year Writing Seminar, Spring 2022)
  • Spatial History
    • Placing History: Exploring, Mapping, Visualizing and Reconstructing Hidden Aspects of Local History (Dartmouth HIST/NAIS, Fall 2021)
    • Historical GIS and Geovisualization
    • Local history courses employing digital mapping and other tools to map qualitative and quantitative historical "data"
    • Counter-Mapping: Alternate Cartographies of the Past, Present, and Future
  • Public and Local History
    • Placing History (see above)
    • Mapping Local History
    • Mining Local History: Data and Text-Mining Local History Data
    • Local history courses employing digital mapping and other tools to map qualitative and quantitative historical "data"
  • Indigenous History of the Americas
    • The Greatest Stories Ever (Mis)Told (see above)
    • Invasions and Conquests: Myths, Propaganda, and 'Alternative Facts’ in European ‘Conquests’ of the Indigenous Americas (USC, First Year Seminar, Spring 2018)
    • A World Turned Upside Down (see above)
  • Introductory Research and Writing Skills
    • The Greatest Stories Ever (Mis)Told (see above)
    • Invasions and Conquests (see above)
  • Global History
    • World history surveys
    • Global Indigenous History
    • Fugitive History: A Global History of Pirates, Fugitive Slaves, Rebels, Smugglers, and Outlaws
    • The Dawn of the Global Age: When East Met West (16th Century)

Teaching Methods, Models, and Frameworks

  1. Teacher-Scholar Model
  2. Inquiry-Based Instruction
  3. Experiential Education through Real-World Projects, Student-Led Instruction, and Immersive Educational Gaming
  4. Collaborative Critical Learning Environment
  5. Community-Classroom Integration
  6. Inclusivity and Empowerment
  7. Scaffold Instruction and Assessments

Experiential and Immersive Learning Activities, Capstone Research Projects

Past & Present

  • Mapping Local History: Recovering Hidden Histories of the Upper Valley (Dartmouth NAS 30.20 Winter 2021)
  • Digitizing Texts: Encoding and Analyzing Text Corpora with Python and XML (Dartmouth, Neukom Scholars' Program, Summer 2020 - Fall 2021)
  • Links across time and space: Digital History Research Projects on the Indigenous Andes
  • Data Visualization Project (USC HI ST 498, Spring 2019)
  • Exploratory Quantitative Data Analysis Project (USC HIST 498, Spring 2019)
  • Red Clay 1835: Reacting to the Past Game (USC GSEM 20, Spring 2018)
  • Never Again Museum: Student Exhibits on Genocide (University City High, 2006)
  • Paris, 1919: Simulating the Postwar Peace Conferences of 1919 (University City High, 2005)

Classes Taught

College

Year / Term Course Inst./Dept.
Spring 2022 First Year Writing Seminar: The Greatest Stories Ever (Mistold): Debunking Early American Myths from Columbus to the Pilgrims Dartmouth NAIS
Fall 2021 NAS 30.22 Placing History Dartmouth Native American and Indigenous Studies / History
Fall 2020 NAS 30.20: A World Turned Upside Down: An Indigenous History of the Andes Dartmouth Native American Studies / Latin American Studies
Spring 2020 NAS 30.20: A World Turned Upside Down: An Indigenous History of the Andes Dartmouth Native American Studies / Latin American Studies
Spring 2019 Hacking History: Towards a Digital History of Latin America (USC HIST 498) USC History
Spring 2018 Invasions & Conquests: Myths, Propaganda, and 'Alternative Facts’ in European ‘Conquests’ of the Indigenous Americas USC General Education Seminar in the Humanities
Fall 2011 - Winter 2013 Colonial Latin America (Multiple Discussion Sections) University of California at Davis History

High School and Other

Years Courses School
2010-2011 English Quality English School (Barcelona: ages 5-65)
2007 - 2008 New Mexico History, Economics, Government, World History Digital Arts and Technology Academy (Albuquerque, NM: Grades 9-12)
2002 - 2006 U.S. History, Honors World History, Civics, Geography University City High School (St. Louis, MO: Grades 9-12)