My teaching rests on three core commitments: engaged and cooperative learning; sustained work with primary sources, objects, and archives; and inclusive classroom practices that encourage students to see themselves as historians and historical actors.

My research informs my pedagogical strategies, which use scaffolded assignments, active discussions, and iterative feedback. In every course, students build a research project, moving from source analysis to historiographical engagement and finally to original arguments. I ensure all students, including those in survey classes, experience what historians do: asking questions, working with evidence, and constructing interpretations grounded in primary sources. Final projects reflect students’ intellectual interests while remaining anchored in each course’s central themes.

In addition to teaching classes, I am the director of the Oberlin History Department's History Design Lab (HDL) and the faculty advisor to the History student journal, On Second Thought.