I bring research to life by connecting concepts to students' own lives and communities.
Learning is transformative when it brings research to life.
As a scholar–educator, my role is not only to create knowledge through research but also to share it through teaching. I believe in the transformative power of learning that brings research to life, connecting concepts to students' own lives and communities. I view teaching as an opportunity to cultivate critical thinkers, data-literate citizens, and ethically responsible practitioners.
“Ultimately, I want students to become thoughtful participants in civic life who carry the question of who gets heard into their own communities.”
SAEL 200
A civic ethics and advocacy course built around a single question: who gets heard? Students learn social advocacy by staying with one issue all semester: listening first, then mapping the debate, then making their case with evidence.
CRJU202
An introduction to research design and data analysis in criminology and criminal justice. Through scaffolded labs and a semester-long team research project in RStudio for hands-on activities, students become critical consumers and producers of knowledge.
CRJU303
An examination of the constitutional principles governing investigation, prosecution, and adjudication. Interpreting landmark decisions from stop and frisk to digital surveillance, students ask whom procedural protections reach, whom they miss, and where technology outpaces the law.
CRJU101
How does the American criminal justice system work, and for whom? From how crime is measured to how policing, courts, and corrections respond, students use case-based and reflective learning to connect foundational concepts to questions of fairness.
SAEL 200
Before taking any public position, students conduct fieldwork, observing, interviewing, or creating a photovoice essay, to listen to voices rarely centered in their chosen issue, then examine how listening changed what they thought they knew.
CRJU202
Students navigate UCR and NCVS data sources to locate and interpret crime statistics, then ask what official counts capture and what they miss.
CRJU303
Student teams select a real criminal case, trace its connection to landmark precedent, and assess its impact on today's criminal legal system. Teams examine the case’s significance and legal implications, then lead a class debate anticipating where existing doctrine may fall short as technology evolves.
CRJU101
Building on class discussions of mass incarceration, students respond to the documentary 13th with reflection papers grappling with how historical injustice continues to shape today’s justice system.
CRJU341/SOCY353
AFAM201
CRJU563/AFAM397
CRJU420
CRJU430
Kyonggi University, South Korea
Research and teaching, connected