My teaching philosophy rests on two principles. As an instructor, I see it as my responsibility to:
As a first-generation learner from a resource-limited background, I am committed to an inclusive, supportive environment. I prioritize active learning, where students engage with the material, challenge preconceived beliefs and learn from each other, and I see myself as a mentor who has students generate knowledge instead of absorbing it passively.
See what I am currently teaching at Columbia →
A semester-long graduate seminar in which students write an empirically focused research paper, among other options. It guides students from intellectual questions to research questions, rigorous research design and conducting studies, building the professional writing skills needed for their Integrative Projects.
Asks how we get our best ideas and how we decide which to pursue. It presents a six-step method called Think Bigger, based on neuro- and cognitive science, through workshop-format sessions with in-class creative challenges. Group projects tackle a global problem, with solutions showcased on the last day.
Covers educational planning and policy analysis in developing countries, focusing on aid effectiveness, modalities and architecture, and on global benchmarking, target setting and monitoring by the World Bank, OECD and others.
An introduction to concepts, methods and applications of empirical research in international and comparative education, covering qualitative, quantitative and mixed-methods research design and practice.