Teaching & Mentorship

My teaching is grounded in the belief that thinking geographically is an indispensable tool for advancing social justice and democratic citizenship. I guide students to engage with people and places through intellectual curiosity, humility, and an ethics of care.

Core Philosophy: Creating Significant Learning Experiences

Drawing on L. Dee Fink's framework of “significant learning experiences,” I design courses centered on structured, active inquiry, hands-on collaboration, and original student interpretations. Across the curriculum, I intentionally build student capacity in robust communication (through engaged writing, oral debate, and digital storytelling) and inclusive leadership (through project management, deep listening, and responsive teamwork). Ultimately, I provide students with the intellectual, experiential, and ethical resources to become critical thinkers and active participants in shaping more equitable communities.

Awards: Finalist for the 2025 Thomas Ehrlich Civically-Engaged Faculty Award & Recipient of Macalester’s Alfred Page Sustainability Award for Curricular Innovation.

2. Signature Courses

I teach a range of courses in Geography and Urban Studies where theoretical frameworks are put into immediate, real-world practice through fieldwork and community collaboration, including:

Qualitative Research Methods (GEOG 377)

Students learn to appropriately design projects, conduct interviews, and execute field observations. The centerpiece is a semester-long, instructor-supported action research project developed with local community partners to tackle local community challenges. Course products are included in the list of community reports and projects

Urban Geography (GEOG 241)

An exploration of society-space relationships where students undertake field studies to "read" the physical and cultural landscapes of the Twin Cities.

Social Justice and the City (GEOG 341)

Guided by multiple theories of justice, students work on detailed case studies of housing segregation and gentrification to critically reflect on urban inequality and the possibilities for building more equitable communities.

3. Student Mentorship: Cultivating Self-Authorship

Mentoring students as whole persons is central to my work as an educator. Guided by the concept of self-authorship, I view my role as an advisor and collaborator as an opportunity to work with students as they connect their personal values and identities with their academic and professional goals.

Collaborative Research & Co-Authorship

I routinely involve undergraduates as active participants in scholarly projects and community-engaged action research projects. By providing intentional tutorials and intellectual context, I ensure these roles serve as student-centered learning opportunities. This deliberate mentorship has resulted in several peer-reviewed journal articles co-authored with former students and many more public-facing research reports.

Holistic Academic Advising

With my advisees, I engage in structured conversations about how to identify their values and integrate them into what they do and how they do it. I prioritize coaching students to uncover their "big questions" and help them navigate through intentional coursework, while serving as an unflinching advocate for their growth.

Honors Thesis Advising

I have proudly served as the principal honors advisor for dozens of students navigating original geographic inquiries. I also regularly serve on interdisciplinary honors committees – spanning data science, political science, history, sociology, and economics – to support rigorous liberal arts scholarship.

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