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. You can read my Teaching Philosophy statement (updated in Fall 2018) here. Below are the classes I have taught at UMD (2012-present) and Michigan State (2011).

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. FA17 syllabus [Word Doc]


  • INST466 Technology, Culture, & Society
    In a single generation, we have witnessed unprecedented change in how technology is used in work, play, and everyday lives. Most of today’s college students take smartphones and social media for granted; however, how often do they stop to consider the implications of these technologies on their daily lives? In this course, we move beyond the surface to consider the role of contextual factors in technology. How does one’s race, gender, religious/political affiliations, and sexual orientation influence their use of technology? How does technology help and hinder marginalized groups? How do these groups’ experiences vary in other parts of the world? This course provides an opportunity for students to explore how people with different backgrounds and life experiences engage with technology, as well as the technology-related challenges these groups face. Moreover, the class examines these topics within the broader framework of power and how existing structures of power and privilege create additional challenges for culturally marginalized and minority groups. FA18 syllabus [pdf]


  • INST408Y Privacy, Security, and Ethics for Big Data
    The increasing number of networked information technologies— including internet of things (IoT), wearables, ubiquitous sensing, social sharing platforms, and other AI-driven systems—are generating a tremendous amount of data about individuals, companies, and societies. These technologies offer enormous benefits but also create enormous risks to individual privacy and national security. Further, the ease with which data can be collected from online sources, analyzed, and inferences drawn about individual users raises a wide range of ethical questions about these technologies, their creators, and their users. In this course, students will evaluate major privacy and security questions raised by big data and related technologies. Students will learn about the history of research ethics and consider how ethical frameworks can and should be applied to digital data. They will work through case studies from real world scenarios to understand the complex interactions between data security, privacy, and ethics in modern businesses.


  • 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 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
    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. Syllabus SP15 [pdf]


  • INST808: Qualitative Research Methods for Social Science Research
    This course is designed to provide a general understanding of qualitative research methods and issues related to the design and conduct of qualitative studies. It is important for researchers to understand how different methods can be used to investigate different research objectives. Qualitative research seeks the answers to how and why; it analyzes and describes; and it may shape preliminary questions to quantitative research. Qualitative methods include interviews, focus groups, participant observation, and content analysis. If you plan to use qualitative research in your future career or studies, or want to become familiar with the various methods to qualitatively evaluate research questions, this class will provide a strong foundation in the primary research methods used in social and informational science research. SP16 Syllabus [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]
  • 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]
  • 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]