21 Aug 2014

Teaching Overview

QRF, Spring 2014

I have taught on multiple occasions, both in USP and at Pittsburgh. You can see the courses I have taught here. I received both USP’s Teaching Excellence Award and NUS’ Teaching Excellence Award in 2016, primarily for my QRF course.

I am capable of teaching courses on IR theory, conflict and war, military alliances, international organizations, international law, territorial disputes, basic research design and methodology, linear regression, maximum likelihood, longitudinal analysis, duration models, spatial modeling, and programming in Stata.

Curriculum/Course Development

QRF Domain

elements red
From our curriculum: the “Elements of Quantitative Reasoning”
My primary role in USP is as a member of the Quantitative Reasoning Foundation Domain. The QRF Domain is a multidisciplinary team, consisting of Edmund Low, Philippe Raynal, and me. We are responsible for managing the overarching curriculum for USP’s QRF course, which we wrote and guided through the approval process.

We published an article about our curriculum-writing experience for a quantitative course, focusing on a set of guiding questions that were invaluable during our own efforts.

QR Center
I am also the founding director of USP‘s QR Center, founded in 2015. The QR Center is a space for USP students to work on QR-related matters, either for their USP or home faculty coursework. USP students are hired as Quantitative Reasoning Assistants (QRAs), who staff the Center during operating hours to address any patron queries. As the director, I am in charge of day-to-day operational matters, administrative matters such as payroll and report processing, conducting the training session at the beginning of every school year, initiating and running the QRA hiring process, and spearheading plans for the QR Center’s longer-term development.

Senior Seminar

I am also involved with USP’s Senior Seminar, our new capstone course. It was offered for the first time in spring 2015. The course is deliberately team-taught by instructors with different backgrounds. In the course’s first run, my co-instructors were Mark Brantner and Mabel Wong. My spring 2015 co-instructors and I are particularly interested in assessing the course’s effectiveness on a rolling basis. To that end, we have proposed an “evidence-based model of assessment” that we intend to employ after each semester ends. We were also awarded a large technology grant from NUS, to help develop an online platform for the course’s various assignments.