As an educator, I have developed and introduced new courses in the curriculum, taught graduate and senior seminars, led large lecture classes, and I have incorporated writing-intensive strategies and online discussion formats. I have also supervised graduate and senior thesis projects and worked with students doing independent study. In a single day of teaching, I might meet with students who have never written a paper and explain the basics of a five-paragraph essay while later I might advise students preparing their work for publication, a conference presentation, or an exhibition. My pedagogical goal is to equip students with the ability to identify meaningful problems, to pose theoretical questions, to engage with current events, to learn methods of data collection and interpretation, and to develop skills for exchanging ideas with confidence. My aim as an educator is to catalyze students’ capacity to think in terms of the structural and the institutional so they might take action as agents of personal and social change. I have taught a range of courses in social and cultural theory as well as methods courses at liberal arts colleges to both graduate and undergraduate students. The key principles of my teaching were developed while earning a graduate degree in pedagogical sciences that were then enriched through classroom practice. My experience has been divided almost equally between art and design programs and social science departments. With the view that cultural producers play a key role in society’s capacity to move from existing to preferred situations, my teaching focuses on the ways in which artists, designers, and social scientists can embody an exploratory spirit that is carefully attuned to the ethics of research. This focus is derived from my research which explores how knowledge production is situated and relational. My pedagogical approach asks students to view their future professional paths, not in terms of discrete disciplines, but rather as a series of intersections with knowledge and practices from a variety of fields conversant with their own. My courses emphasize networked ways of working that foster critical temperaments and disciplinary reflexivity. For example, in the course Thinking with Things, students were tasked with creating an inventory of everything they own and keeping records of the trash they generated over a given period of time. Students were charged with locating themes and meaning from their lists in conversation with the course’s theoretical material. In terms of presentation, they drew on skills from their various fields of anthropology, photography, fine art, product design, fashion design, interior design, architecture, and game design. I support my students as they find their methodological and theoretical footing not only through traditional written work, but also through the production of books, animation, installations, performance pieces, and short films, among other media. This approach has had success with students from a variety of disciplines and has worked well not only in electives I developed as additions to the curriculum, but also with core courses such as Social Theory, Inequalities and Social Class, Social Problems, Urban Studies, Global Issues, and the Sociology of Gender. To facilitate the connection between the head and the hand, I host workshops co-created with skilled professionals. Students learn how to make podcasts, how to use mapping techniques, how to create and lead conceptual walks and participatory events from practitioners who regularly use these methods as part of their work. Paired with writing workshops, this strategy enables students to develop projects in a series of stages where they learn to write project proposals, conduct research, analyze data, and effectively communicate their findings. The staging of assignments partnered with workshops provides a forum that is exploratory, with low-stakes where students experiment with a variety of forms to recognize the manifold ways learning objectives can be achieved. My teaching is also dedicated to the use of performative practices to engage students. For example, when discussing gender inequality, students read Erving Goffman’s Gender Advertisements and, in class, each student is given two print ads and asked to perform the images. Embodiment of the pose and expression provides a rich affective learning tool that dramatically impacts the discussion that follows. Similarly, in my course, The City through the Body, students activate practices they encounter in the text when they take to the streets as flâneurs. They observe, chronicle and analyze their own “techniques of the body” in urban space through the dérive and similar strategies that pose alternatives to habitual, everyday use. For each assignment, I share a detailed rubric and show students, using a visual map, how each task has a purpose that contributes to the overarching shape and logic of the course. To gauge understanding, I regularly employ formative assessment activities including group mapping and sketches of readings and lectures, exit slips where students can note their questions and thoughts on index cards, peer-to-peer reviewing and workshops, and images that students interpret using annotation and captioning. My pedagogy is committed to engaging students in active inquiry that recognizes the affective dimensions of learning. As the feedback I receive attests, students leave my courses having developed the capacity to ask better questions, to address these questions in ways that are both systematic and creative, and to engage in dialogue that is critical and inviting. I am prepared to teach in several areas including social theory, qualitative methodologies, urban studies, design theory and history, and speculative design I am also interested in offering courses directly related to my research and would welcome the opportunity to teach courses that examine the intersection of artistic and social science research, creative approaches to ethnography, speculative storytelling, and the ways in which publics are formed in efforts to advance social transformation.