Teaching Experience
PPD 225: Public Policy & Management (Instructor)
In addition to learning about the constitutional, social, and cross-sectoral contexts of public policy and public management, students study key aspects of the policy process and dynamics within public organizations. The course establishes a foundational understanding of the process of policy development and implementation along with human behavior insights at the individual (micro), organizational (meso), and societal / networked (macro) levels. I take a critical lens and examine the complexity introduced by diversity at each of these levels so that issues of social justice and ethics are always top of mind.
PPD 240: Citizenship & Public Ethics (TA)
Instructor: William Resh, Ph.D.
This course focuses primarily on the ethical values and legal mandates of decision making as experienced by those who have responsibility for the administrative implementation of public policy. We discuss the intricacies of democracy through the study of the administrative “branch” of government, where civil servants are responsible for ensuring that laws are faithfully executed as intended by the legislature. Through a discussion of administrative “ethics” we tackle the subject of civic morality and the implications for the notion of citizenship.
PPD 558: Multivariate Statistical Analysis (TA)
Instructor: Emma Aguila, Ph.D.
This course provides the analytical and quantitative skills required to conduct applied statistical research. It teaches students to think critically about methodology and proper interpretation of results when reading and analyzing empirical research. The foundation of this course is multivariate regression analysis and includes ordinary least squares (OLS) models, logistic models, panel data, and experimental methods to evaluate the impact of public policies.
Guest Lecture: Social Justice in Public Policy
This guest lecture focuses on the role of emotional labor in perpetuating inequity in organizations. I highlight the gendered and racialized dimensions of emotional labor and how they connect to status and power both in organizations and society at large. I showcase the implications for inequity in hiring, compensation, promotion, and retention of a diverse public workforce.
Teaching Philosophy
My teaching philosophy is guided by a respect for differences and commitment to inclusivity. This manifests practically in a diverse set of active learning strategies to accommodate and celebrate diverse learning and participation styles, and clear communication and negotiation of classroom climate. The overarching goal is to create an environment that fosters learning by thoughtfully aligning teaching expectations and actions with course objectives.
As a scholar who studies diversity within organizations, it is my responsibility to ensure I establish a climate of inclusivity. My background in Critical Race Theory makes me especially attuned to the dynamics of power within the classroom. Diversity within the room can be both a learning opportunity and a challenge simultaneously. The best learning environment is one in which all members feel respected while being productively challenged. Every participant has an active responsibility to foster a climate of intellectual stimulation, openness and respect for diverse perspectives, questions, personal backgrounds, abilities and experiences, although instructors bear primary responsibility for its maintenance.
I negotiate classroom norms collaboratively with my students to ensure that their preferences and concerns can be incorporated where appropriate.
