Anthropology does not lend itself well to unilateral explanations and is best illustrated through a multitude of perspectives and diverse media. In all my teaching endeavors, I try to create a learning environment where students not only increase their practical knowledge and problem-solving skills but also feel empowered to take control of their own learning rather than simply memorizing facts. It has been my experience that students appreciate a classroom in which their opinions are valued and in which they are encouraged through feedback and reinforcement to practice their newfound skills and information.
I view my teaching primarily as a way to empower students to take charge of their learning, by providing them with tangible examples of anthropological concepts and by putting them in a position to teach others. Even if my students are never called upon to identify a skeletonized body, excavate an ancient city, or record a disappearing culture, the skills that they gained in visualizing human anatomy, mapping a local cemetery, and engaging in participant-observation will stay with them longer than mere facts. Practicing anthropology in the classroom leads to practicing anthropology in daily life.
Courses Taught:
- Health and Disease in Ancient Populations – Vanderbilt University (Fall 2011) [Syllabus]
- Human Osteology – Vanderbilt University (Fall 2011) [Syllabus]; UNC Chapel Hill (Fall 2006 & Fall 2008) [Syllabus '06, Syllabus '08]
- General Anthropology – UNC Chapel Hill (Spring 2009 & 2011) [Syllabus '09, Syllabus '11]; Durham Tech (Summer 2002) [Syllabus]
- Intro to Forensic Anthropology- SUNY Cortland (Spring 2008) [Syllabus]
- Bioarchaeology – UNC Chapel Hill (Spring 2006) [Syllabus]
- Cultural Anthropology – Durham Tech (Spring 2003) [Syllabus]
