Diversity
I define diversity as seeking the equity and justice needed to fully celebrate human differences. As an instructor, I guide students from diverse backgrounds through inclusive teaching. This means that my pedagogy, curricula, and assessments are designed to increase the participation and broad educational achievement of learners that have been historically underrepresented and economically disadvantaged. My courses engage students with learning that is meaningful, relevant, and accessible by incorporating a wide range of primary sources into class discussions.
I am actively involved in several of UCI's diversity initiatives. After completing in the spring of 2019 a Mentoring Excellence Certificate program, I began advising graduates and undergraduates in two formal capacities. As a DECADE PLUS (Diverse Educational Community and Doctoral Experience Partnering in Leadership for Undergraduate Students) Leadership Coach, I mentor undergraduate students. Per the program's website, DECADE PLUS aims to:
I am actively involved in several of UCI's diversity initiatives. After completing in the spring of 2019 a Mentoring Excellence Certificate program, I began advising graduates and undergraduates in two formal capacities. As a DECADE PLUS (Diverse Educational Community and Doctoral Experience Partnering in Leadership for Undergraduate Students) Leadership Coach, I mentor undergraduate students. Per the program's website, DECADE PLUS aims to:
1.) increase retention of incoming Chancellor’s Excellence Scholars through mentoring with a focus on academics from graduate leadership coaches and undergraduate peer mentors, and 2.) provide a robust professional development experience that actively enhances the mentoring skill set of our graduate population. The DECADE PLUS program aims to ensure scholars’ success in their continued eligibility for scholarship renewal and pursuit of an undergraduate degree while also enhancing the professional skill set of our graduate students.
I also mentor for DECADE's Competitive Edge Summer Research program, where I mentor fellow graduate students. This program:
is designed to support entering graduate students from diverse backgrounds who plan to pursue a doctoral or M.F.A. degree and prepare for an academic career. Participants are provided with an opportunity to work on exciting research projects during an eight-week summer research program.
Service to the University of California, Irvine
Through service to the university, I support staff, faculty, and graduate student initiatives to improve equity of access to higher education resources.
In 2019 I served as a Division of Teaching Excellence and Innovation (DTEI) Pedagogical Fellow. The Pedagogical Fellowship is commonly known as the "preparing future faculty" program. A search committee of former fellows made selections based on a record of excellent teaching, promising scholarship, and service to the university and department. Objectives of the program include providing professional development in an interdisciplinary community and developing and refining advanced pedagogical skills for use in higher education.
As a matter of service to the university, I have developed from scratch a Humanities Pedagogical Certificate program, which consists of six ninety-minute workshops delivered over the course of an academic quarter. The objective of this program is to provide fellow graduate students with research-based pedagogical training. Flyers, which I created for this program, can be found here.
For the 2018-19 academic year, I was co-chair of the History Graduate Student Association (HGSA), which represents the collective interests of graduate students in the History program. In addition to being involved in advocacy, social functions, and professionalization, the HGSA is involved in the American Historical Association’s Career Diversity initiative, which helps prepare graduate students for a range of careers beyond the academy. Finally, as 2018 Pedagogical Liaison for the Division of Teaching Excellence and Innovation, I designed and conducted a history Teaching Assistant (TA) training workshop for new TAs. In addition to explaining the general responsibilities and expectations of the position, I introduced this cohort to approximately two dozen evidence-based pedagogical techniques. These new TAs can now promote active learning and incorporate students’ diverse experiences in to their lessons.
In 2019 I served as a Division of Teaching Excellence and Innovation (DTEI) Pedagogical Fellow. The Pedagogical Fellowship is commonly known as the "preparing future faculty" program. A search committee of former fellows made selections based on a record of excellent teaching, promising scholarship, and service to the university and department. Objectives of the program include providing professional development in an interdisciplinary community and developing and refining advanced pedagogical skills for use in higher education.
As a matter of service to the university, I have developed from scratch a Humanities Pedagogical Certificate program, which consists of six ninety-minute workshops delivered over the course of an academic quarter. The objective of this program is to provide fellow graduate students with research-based pedagogical training. Flyers, which I created for this program, can be found here.
For the 2018-19 academic year, I was co-chair of the History Graduate Student Association (HGSA), which represents the collective interests of graduate students in the History program. In addition to being involved in advocacy, social functions, and professionalization, the HGSA is involved in the American Historical Association’s Career Diversity initiative, which helps prepare graduate students for a range of careers beyond the academy. Finally, as 2018 Pedagogical Liaison for the Division of Teaching Excellence and Innovation, I designed and conducted a history Teaching Assistant (TA) training workshop for new TAs. In addition to explaining the general responsibilities and expectations of the position, I introduced this cohort to approximately two dozen evidence-based pedagogical techniques. These new TAs can now promote active learning and incorporate students’ diverse experiences in to their lessons.
Service to the profession
I actively contribute to the greater academic community through a variety of endeavors and collaborations. I am the Book Review Editor for the Journal of Asian Studies' Transnational and Comparative Asia section. Additionally, I have refereed manuscripts for the Journal of Asian Studies, and written book reviews for The PRC History Review.