US History Since 1876, University of Colorado Denver, Fall 2020, Fall 2021, Fall 2022
Theory and Practice of History: An Introduction to the Major, University of Colorado Denver, Spring 2021, Fall 2022
The History Seminar: A Capstone Experience, University of Colorado Denver, Fall 2020, Spring 2022
Data: A User Manual, University of Colorado Denver, Fall 2021
History and Trump, Northeastern University, Fall 2017
Mapping the Past: A Spatial History of the United States, Rutgers University, Spring 2016
The Digital Historian’s Toolkit: Studying the West in an Age of Big Data, Stanford University, Autumn Quarter 2012
Tooling Up for Digital Humanities, Stanford University, Spring Quarter 2011
Awards and Grants
CU Next Award ($297,271), “Data Advocacy for All: An Open Access Digital Repository for Innovative Data-Driven Curricula,” 2022-2025
- One of five projects selected as part of initiative to support faculty pedagogical innovation across University of Colorado campuses
ThinqStudio Faculty Fellowship, University of Colorado Denver, 2022-2024
- Two-year fellowship to support teaching experimentation and sharing of pedagogy across campus
Teaching Enhancement Grant ($1,350), Center for Excellence in Teaching & Learning, University of Colorado Denver, 2022-2023
- Funds to purchase domains and server space for students enrolled in Introduction to Digital Studies
Centennial Award for Graduate Teaching, Stanford University, 2014
- University-wide award for outstanding graduate teaching in Stanford’s Schools of Humanities and Sciences, Earth Sciences, and Engineering.
Prize for Excellence in First-Time Teaching, Stanford University, 2010-2011
- Awarded by the Stanford History Department to one new teaching assistant each year.
Service and Mentoring
Peer Teaching Mentor, Stanford University, 2013-2014
- As a Peer Teaching Mentor I led the Stanford History Department’s graduate pedagogy program. This included organizing an all-day training session for first-time TAs, a quarter-long syllabus design workshop to prepare students to teach their own course, and a TA shadowing program for first-year graduate students to sit in on discussion sections led by current TAs.