I have experience teaching a broad scope of courses, ranging from World Civilization survey classes to European history classes. I am currently teaching at DePaul University.
My previous teaching has focused on the religious and political transformations that emerged in early modern Europe, as well as on the history of thought during the Renaissance and Reformation. I am prepared to teach a wide range of history courses: in particular, general education, survey modules and Western history and culture classes. In these courses, I expose students to a variety of primary documents and multimedia sources spanning the years of the great religious, philosophical and artistic awakening in Europe, the discovery of “new worlds” and new technologies, explosions of revolt and revolution, and encounters with the non-Christian world. Particular emphasis is given to “connective figures,” such as explorers, merchants and missionaries through the study of letters, journals, and other firsthand accounts, putting European history in a global perspective. I am also equipped to teach other survey courses, including all sections of European history, history of Science, Renaissance and Reformation history, and other humanities classes.
I believe in the importance of personal dedication and support to all students, as well as the fundamental educational role of individual in-class presentations and group discussions of first hand historical sources. In my experience, very positive outcomes in both the quality of discussion and participation of minority group and international students can be expected when debating historical sources concerning the treatment and legislation on religious and ethnic minorities in early modern Europe. Similarly, documents that tackle the issue of the “other” in a wider global perspective can be insightful and spark fruitful debates. Specifically, discussion sections on aspects of religious toleration, the treatment of heretics, Jews, Muslims and native populations of the Americas by early modern European thinkers have proven to be outstanding.
I have experience in teaching both large classes and small seminar groups, as well as in advising undergraduate students, always striving to meet their needs. In content, pedagogical style, and assessment I use inclusive approaches, incorporating a wide range of perspectives and view-points in readings and assignments, connecting the curriculum to the broad and varied interests of all types of students. Often, to the simple question “what is your favorite book/article etc.?”, the answer I receive is: “I don’t read.” The changing learning approaches and capabilities of students are issues that all professors and instructors must tackle with to make this discipline appealing to future generations of historians. For this reason, next to more traditional written documents, I include in lessons and assignments the analysis of art works, musical compositions, inventions and scientific discoveries. My primary objective as a professor is to equip students with the historical awareness and skills they need to better understand the diverse environment in which they live, by facilitating parallels with contemporary events, stimulating questions and discussions. To achieve that objective, I have participated in active learning workshops and have always put students at the center of my academic interests.
By following the example of Lorenzo Valla and Erasmus’ philological approach, I strive to teach the historical method to students through the important lesson of Renaissance Humanism and the Reformation: comprehend the context through sources; read sources through the lens of the historical context.