As part of my doctoral training in political science, I have developed extensive teaching experience as a teaching assistant. My responsibilities have included leading independent discussion sections, facilitating class discussions, designing and implementing in-class activities, and supporting students in developing analytical and writing skills.
Prior to my doctoral training, I worked as an academic mentor in various TRiO programs, including a year at Richmond High School as a College and Career Advisor, and completed professional teacher training. These experiences have shaped my approach to student-centered learning and mentorship.
I aim to create an environment where students are not passive recipients of information, but active contributors to the learning process. I emphasize engagement through thought-provoking questions, structured discussion, and activities that help students connect abstract concepts to real-world political dynamics.
I also prioritize a focused and intentional classroom environment. I encourage students to minimize distractions by limiting the use of phones and laptops, and I incorporate handwritten assignments and note-taking when possible. Research suggests that these approaches can promote deeper engagement, stronger retention, and more deliberate critical thinking.
Below you will find a summary of my teaching and mentoring experience.
Merced, California | August 2020 – Present
As a Teaching Assistant, I have led independent discussion sections across multiple courses in political science, where I guide students through core concepts, facilitate discussion, and design interactive learning activities. My role includes grading assignments, providing individualized academic support, lead discussion sectionss, and helping students strengthen their analytical and writing skills.
Courses:
Data Science and Government Affairs (POLI 174) — Spring 2026
Introduction to International Relations (POLI 005) — Fall 2025
Introduction to American Politics (POLI 001) — Spring 2023, Fall 2025
Introduction to Comparative Politics (POLI 003) — Fall 2020, Spring 2021
Understanding Political Controversy (POLI 010) — Fall 2021
State Legislative Simulation (POLI 190) — Spring 2022
U.S. Foreign Policy (POLI 160) — Fall 2023
International Institutions (POLI 160) — Spring 2025
Politics of Poverty and Prosperity (POLI 138) — Spring 2024
Richmond, California | August 2019 – August 2020
In this role, I worked closely with approximately 250 high school students, providing both one-on-one and small-group advising on college and career pathways. I supported students through the college application process, including FAFSA completion, application essays, and resume development.
I also designed and led weekly workshops on topics such as SAT preparation, financial aid, and postsecondary planning, with the goal of expanding access to higher education opportunities for underserved students.
San Antonio, Texas | Summer 2018
During this summer program, I taught a class of incoming third-grade students, focusing on strengthening their reading and writing skills in preparation for the upcoming academic year. I contributed to lesson planning and curriculum development before and after school, and completed three weeks of intensive teacher training prior to the start of instruction.
In addition to core instruction, I designed and led an enrichment “Puppetry” course, where students explored different forms of puppetry and created their own projects, ranging from paper crafts to hand puppets. The course culminated in a final performance for families, where students performed using their own hand-made sock puppets to “Everybody” by the Backstreet Boys!
Brownsville, Texas | August 2016 – May 2019
As a peer mentor, I supported first-generation college students in navigating the transition to university life. I held regular meetings with students to discuss academic planning, study strategies, and degree requirements, while also providing guidance on financial aid and institutional resources.
Additionally, I organized and facilitated workshops focused on academic success and adjustment to college, helping students build confidence and long-term academic skills.