Teaching

Sample Lesson Plan

This is a sample lesson plan that I had taught in Spring 2025. This sample lesson plan, designed for a guest lecture in a comparative politics course, explores the role of political parties and party systems through a combination of lecture, real-world examples, interactive quizzes, and a collaborative group activity. The session emphasizes student engagement, active learning, and the application of theory to practice. By integrating technology and encouraging peer discussion, the lesson reflects my commitment to student-centered, evidence-based teaching, and continuous improvement in instructional delivery. A PDF version of the lesson plan can be found below the picture.

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Sample Syllabus

This is a sample syllabus that I can potentially teach in the future at the undergraduate level. The course title is < Comparative Politics in the Age of Globalization>. This course offers a foundational exploration of democracy and autocracy—the two dominant regime types shaping global politics today. Students will examine how political systems emerge, why some countries become democratic while others remain authoritarian, and what factors contribute to their stability or decline. Through comparative analysis, the course introduces students to key concepts and methods used by political scientists to study regime types, institutions, political behavior, and governance. Special attention is given to understanding the causes and consequences of democratic transitions, authoritarian resilience, and hybrid regimes. Students will engage in lectures, discussions, and in-class activities that encourage critical thinking and comparative reasoning. A central feature of the course is a scaffolded, semester-long research project in which students select a country case (outside the U.S.) and investigate a major question related to democracy or autocracy. By the end of the course, students will have developed the tools to analyze political systems, assess evidence, and form well-supported arguments about the dynamics of regime change and persistence.
A PDF version can be found below the picture.

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Teaching Philosophy

I believe that education should be accessible to all and that true learning extends beyond grades and test scores. My goal is to help students discover their personal motivation for learning, whether driven by career aspirations, intellectual curiosity, or civic engagement. In my teaching, I emphasize critical thinking, the application of theoretical concepts to real-world cases, and the cultivation of lifelong learning skills. I am committed to creating an inclusive, supportive, and student-centered environment that respects diverse learning needs and empowers students to find their voice, build confidence, and reach their full potential both inside and outside the classroom. A PDF version can be found below the picture.

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Middle Term Survey

To promote reflective and responsive teaching, I will administer a mid-term feedback survey to students in my courses during the Summer and Fall semesters of 2025. The purpose of this survey is to assess how well students are engaging with the material, evaluate the clarity of my instruction, and identify areas for improvement. The insights gathered will help me adapt my teaching strategies in real time and demonstrate my commitment to student-centered learning and continuous improvement. A PDF version of the survey can be found below the picture.

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Teaching experience (teaching of record)

Undergraduate course The University of Arizona, SGPP

Teaching an online class (“International Relations”) at the undergraduate level at the University of Arizona during the Summer and Fall of 2024.