As the daughter of teachers, my fascination with historical research developed from the desire to become a teacher myself.

Good history teachers leave students with the skills to think critically about the past, whether they encounter it in scholarship, political discourse, or in the spaces that they inhabit every day. My hope is that their access to the historian’s toolkit will enable my students to evaluate the world in new ways, using the analytical skills that I have felt seep from my research into other corners of my own intellectual life. To meet these goals, I design courses to guide students of all levels through the process of historical research, based on my belief that anyone can be a historian. In the 2021-2022 academic year, my teaching is supported by a Bass Instructional Fellowship from the Graduate School at Duke University.

Beyond traditional classroom teaching, I’ve also been a mentor to undergraduate researchers in a collaborative project on the history of health disparities in Durham, North Carolina, which you can read more about here. I just finished serving as a mentor to undergraduate students in a different collaborative project, which aims to craft policy recommendations to achieve equitable distribution of the COVID-19 vaccine based on historical research.

Between fall 2019 and summer 2020, I was a Graduate Fellow in the MicroWorlds Lab, part of the Mellon Foundation-funded Humanities Unbounded project at Duke University. This fellowship has supported collaborative work between myself, other doctoral students, and faculty, and has allowed me to support undergraduate researchers as well. More information on that is available here.

In Spring 2022, I am teaching History 369/Science and Society 369: Public Health in America. You can access the full syllabus here.