Teaching matters. A lot. I’ve spent a significant amount of time developing and presenting content in my classes and have tried to create an open environment, where students are encouraged to question, to interact, and to grow as critical thinkers.

University of Maryland, College Park

  • INST-201 Introduction to Information
    UMD’s iSchool launched an undergraduate degree program in fall 2016 offering a Bachelor’s of Science in Information Science. The first specialization offered is in Data Science. I created the introductory course and am teaching it for the second time during spring 2017. It’s a fun overview course that also fulfills a General Education requirement for history and social science.

    • SP17 syllabus [pdf]


  • INST-611 Privacy & Security in a Networked World:
    Catalog Description: Examining evolving conceptualizations of privacy and security in light of technological developments of 21st century. Analysis of legal, ethical, design, and socially constructed challenges organizations and individuals face when developing privacy and security solutions.

    • Syllabus SP15 [pdf]
    • Syllabus SP16 [pdf]
    • Syllabus SP17 [pdf]


  • INST-627 Data Analytics for Information Professionals:
    Advances in hardware and software technologies have led to a rapid increase in the amount of data collected, with no end in sight. Decision making in the coming decades will depend, to an ever greater extent, on extracting meaning and knowledge from all that data. In this class we focus on one branch of statistics, inferential statistics, to help us reason about data. By gathering datasets, formulating proper statistical analyses and executing these analyses, information professionals play a significant role in bridging the gap between raw data and decision making.This course will introduce basic concepts in data analytics including study design, measure construction, data exploration, hypothesis testing, and statistical analysis. The course also provides an overview of commonly used data manipulation and analytic tools. Through homework assignments, projects, and in-class activities, you will practice working with these techniques and develop statistical reasoning skills.

    • Syllabus FA15 [pdf]


  • INFM-600: Information Environments
    INFM600-information wordle
  • Dates: Fall 2012, Spring 2013, Fall 2013, Spring 2014, Fall 2014 (Online), Spring 2015 (Hybrid)
    Description:  Information Environments will explore various models and methodologies used to capture and deploy internal and external information and knowledge in a number of settings. Students will analyze organizations in terms of information creation, flow, sharing, conservation, and application to problem solving. The course will take into account both internal and external influences on the management of information and knowledge. We will also examine how information flows, and is managed, in online settings, and examine a number of examples of successful and unsuccessful online information management. Course assignments will give students the opportunity to review the interaction between information flows, organizational structures, and social relations, as well encourage discussion regarding how to improve existing information policies and operating procedures.
  • As of 2014, content was shared on a Google+ page and through YouTube videos.
  • Course Syllabi:
    • Fall 2012 [pdf]
    • Spring 2013 [pdf]
    • Fall 2013 [pdf]
    • Spring 2014 [pdf]
    • Fall 2014 (online) [pdf]
    • Spring 2015 (hybrid) [pdf]

Michigan State University

  • TC 401: Social Impacts of Media
    Position: Instructor
    Date: Fall 2011
    Description: This course focuses on the social impacts, both practical and theoretical, of computer-mediated communication (CMC) systems. CMC includes many different types of technologies, such as social networking sites, email, forums, chat, and online games. We will focus on the analysis of CMC practices, the social processes and structures that emerge when people use these applications, and the problems and barriers that emerge from use. Key concepts such as privacy, identity, the digital divide and virtual communities will be discussed and critiqued.
    My role: I redesigned this course to reflect the evolution of social media technologies, as well as its new status as a 400-level course. This involved developing a new syllabus and course plan, selecting appropriate topics and readings, building new lectures, and finding experts in various social media subareas to Skype in and speak to the class about their area of work. This is the first class that I have had full control over every aspect, from overall design to class structure, topics, and grading scheme.  
    Course Syllabus [pdf]
    Student Evaluations [pdf]
  • TC 100/101: The Information Society
    Position: Instructor
    Date: Summer 2011
    Description: This course provides an introduction to and overview of the field of telecommunication, information studies, and media. As a survey course, it addresses a wide range of topics, including: (1) critique and analysis of media, including television, radio, film, video games, social media, and the Internet; (2) media history, policy, industry structure, and ethics; and (3) technology, industry and social trends affecting the media in the information society.
    My role: I assisted in developing this class, which combined two previously offered classes, TC100 and TC110. This involved selecting appropriate topics, designing a syllabus and course plan to effectively teach the content and measure students’ growth in knowledge from the class, and building new lectures to reflect the revamped course. This course consisted of 12 three-hour lectures and two exam days.
    Course Syllabus [pdf]
    Student Evaluations [pdf]
  • TC 110: Understanding Media
    Position: Teaching Assistant
    Date: Spring 2011
    Description: This class gives students the knowledge and tools to become more thoughtful, successful, and informed consumers and producers of media messages. It focuses on media content and better understanding the processes by which messages are created and consumed. Students who successfully complete this course will be able to analyze, critique, and assess media messages and describe their impacts on individuals and society. We will learn how media effects research is conducted, and what these studies can and cannot tell us.
    My role: In this class, I primarily served as the liaison between students and the instructor. I was responsible for handling all emails related to the class and all grading. In addition, I lectured four times during the semester, covering: McLuhan & Technological Determinism, Psychological Effects of Media Messages, and New Media (two lectures).
    Course Syllabus: [pdf]
    Student Evaluations: