I thoroughly enjoy teaching and take my role as an educator very seriously. I want my students to not only memorize the information they are taught, but to critically engage and question the material.
The courses I have taught at the University of Notre Dame, Yale University, and the University of Michigan are described below.
In Spring 2026, I will teach network science courses at the undergraduate (ITAO 40550), master's (MSBA 70340), and PhD (ITAO 80870) levels.
Actors, whether they are people, companies, or nations (or a near infinite number of other entities!), do not act independently. They are influenced by the presence, attributes, and choices of their connections, and these connections to others form a “network.” Network Science is the interdisciplinary study of the structure, function, and dynamics of these networks. In this seminar, we will explore the graph theory at the foundation of network science, the core analytical techniques for the analysis of graphs, and the scientific application of network science across disciplines. By the end of the term, you will be able to apply network science theories and analytical methods to your own research interests.
How do relationships between people (or companies, or institutions, or…) influence everything we feel, think, and do?
Broadly speaking, networks are the patterns of connections between actors. Actors in these structures are not independent — they are influenced by the presence, attributes, and choices of their connections, which has a variety of implications for business problems. In this class, you will learn the theories behind and analysis of networks, as well as how to quantitatively analyze network data. Students will leave this class with the skill to apply what they have learned to their own intellectual interests.
Networks, Data, and Computational Methods*
*Formerly titled Society and Networks and offered in the fall of 2021 and 2022
Nothing operates in isolation. People are connected to their friends, family, and neighbors. Organizations rely on their supply chains, and knowledge of their competitors, to make business decisions. Information systems link users and data to inform operational processes. The interconnected nature of these entities means their outcomes depend on the type and structure of their ties. These patterns of connections between actors lead to complex networks that influence behavior, decision-making, and results.
This course focuses on the application of network methods to interpret complex systems. Students will learn the fundamentals of network science theory, as well as the core analytical techniques for analyzing network data. Topics covered include: data creation and cleaning, visualization, centrality, community detection, and computational methods. By the end of this course students will be able to construct and analyze networks, and use what they’ve learned to understand organizations, communities, and themselves.
Health is not simply the outcome of individual decisions and the genetics with which we are all born. Health is continuously constructed and influenced by exogenous factors, many of which become embodied over time. This course examined the ways in which our social circumstances influence our health and well-being. We also examined whether social ties, medical professionals, formal institutions, and particular geographies exacerbate disparities in life, health, and death. Students were exposed to qualitative and quantitative research in sociology, medicine, public health, and biosocial science.
The United States (U.S.) is unique in its lack of a universal health care system. This course explored the history and policies that have prevented the United States from enacting a health care system similar to that of other rich, developed countries, why the U.S. has a disjointed and inconsistent system, and what it would take for the U.S. to implement one now. In addition, the course covered how other countries' health care systems function and manage to provide care for so many and at much lower cost than what is provided in the U.S. The course concluded by asking students to write an extensive essay to explain whether they think a universal health care system will ever be possible in the U.S.
The United States (U.S.) is unique in its lack of a universal health care system. This course explored the history and policies that have prevented the United States from enacting a health care system similar to that of other rich, developed countries, why the U.S. has a disjointed and inconsistent system, and what it would take for the U.S. to implement one now. In addition, the course covered how other countries' health care systems function and manage to provide care for so many and at much lower cost than what is provided in the U.S. The course concluded by asking students to write an extensive essay to explain whether they think a universal health care system will ever be possible in the U.S.
The United States (U.S.) is unique in its lack of a universal health care system. This course explored the history and policies that have prevented the United States from enacting a health care system similar to that of other rich, developed countries, why the U.S. has a disjointed and inconsistent system, and what it would take for the U.S. to implement one now. In addition, the course covered how other countries' health care systems function and manage to provide care for so many and at much lower cost than what is provided in the U.S. The course concluded by asking students to write an extensive essay to explain whether they think a universal health care system will ever be possible in the U.S.
This course was focused not only on the physiological processes of women's health, but how culture shapes understandings of health above and beyond strict biological facts. The topic of "women's health" was described not only as reproductive biology (menstruation, pregnancy, and menopause), but women's health more broadly. This course covered topics in health disparities, sexuality, violence, body image and sport, disability, access to healthcare, mental health, addiction, and aging. Students learned how to apply an intersectional, feminist lens to their understanding of biology, health, and medicine.
Scientific progress is not simply the result of individual researchers making discoveries. This course focused on how specific policies and programs can contribute to scientific and societal advances. The course covered a wide range of topics, from vaccines to nuclear energy, to introduce students to the ways policy can shape science, how science shapes policy, and how both affect people's lives. Guest lecturers from a variety of sectors were regular contributors to the course.