Teaching / ← Teaching philosophy

Assessment that makes learning visible

I plan to combine frequent, low-stakes retrieval with a smaller number of substantial interpretive assignments. Around ten questions in a weekly quiz can check key ideas and provide prompt feedback, with occasional longer cumulative quizzes when useful. Questions should include short applications and distinctions between plausible explanations. Efficient marking, including tools such as ZipGrade where appropriate, leaves time for discussion of misconceptions and feedback on selected pieces of writing.

Quizzes alone cannot establish research competence. Brief in-class explanations, annotated readings, analytic memos, staged projects, and focused oral follow-ups can show how students connect concepts to evidence. I would sample these activities strategically rather than grade every contribution at equal depth. A transparent rubric and opportunities for revision make assessment developmental while keeping marking demands sustainable. Students should be able to explain their work as well as submit it.

Teaching experience and curriculum

I have taught Political Communication, Media Criticism, Qualitative Methods, Qualitative Data Analysis, Science, Technology and Society, and Writing for New Media, alongside doctoral courses in Discourse Analysis in Communication and Advanced Research Report Writing and Publication. This experience connects substantive questions with research design and scholarly writing across undergraduate and graduate teaching.

In communication theory, I would ask students to explain a concept from a primary reading before applying it to a media example and assessing its limits. In research methods, they would connect a question, evidence, analytical choices, and ethical obligations before using AI to interrogate the design.

Proposed electives

• Political Communication Beyond Elections
• Trust, Scandal, and Democratic Life
• Interpretive and Comparative Methods in Communication

I would develop these in conversation with the existing curriculum and students’ needs.

Course materials → · Full academic CV