In the First-Year Seminar “From Gods to Satire: Artistic Engagements with Political Power,” students read key texts in political and cultural sociology—on topics like authority, resistance, and the politics of representation. We then bring those ideas into the Harvard Art Museums’ galleries, where curators help us observe selected works and read through related archival materials. We examine artworks on display in the galleries, along with items brought out of storage for us at the Art Study Center and the University Study Gallery. Students map theoretical concepts onto what they see—the way symbols, composition, and historical context embody questions of power and social change. This hands-on collaboration is designed to show how sociological frameworks aren’t just abstract ideas but tools for interpreting cultural artifacts, sharpening students’ analytical skills and illustrating how theory and real-world practices inform one another.

My “Philanthropy, Nonprofits, and the Social Good” students visit Harvard’s Athletics Department to see how campus is affected by donor engagement. Students tour training facilities and hear from athletics department development officers about donor‐funded capital projects and the gift agreements that govern them. They also discuss how Title IX and other regulations shape what donors can and cannot require. By tracing the legacy restrictions embedded in building names and program endowments, and by hearing how university staff creatively reconcile those stipulations with today’s institutional needs, learners gain a concrete understanding of how development teams balance donor intent, compliance, and evolving strategic priorities.

As part of the course, students participate in guided visits to Houghton Library, where they explore rare books, archival documents, and other original sources related to the history of sociology. During these sessions, students work in small groups at thematic stations, examining materials such as early textbooks, lecture syllabi, philosophical treatises, and documents connected to nineteenth-century social issues like urbanization, labor, and industry. The exercise encourages students to engage directly with the primary sources that shaped the field, reflect on the broader social context in which sociological ideas developed, and discuss how intellectual boundaries and assumptions were formed. By connecting these historical artifacts with course themes, the Houghton visits offer students a hands-on opportunity to see how sociological knowledge emerges from specific cultural and historical settings.

In my Gen Ed course “Philanthropy, Nonprofits, and the Social Good,” we partner with the Lemann Program on Creativity and Entrepreneurship to give students a fully supported, hands-on venture development experience. Through this collaboration, each student team receives a modest seed funding for prototype testing and the opportunity to compete for additional startup awards—resources that turn abstract social-sector theory into real nonprofit ventures. Complementing Lemann’s support, the Harvard Innovation Labs delivers practical venture-building workshops, from problem-definition and Lean Canvas modeling to grant‐writing and pitch practice, while the Mindich Program in Engaged Scholarship (MPES) offers active listening and community engagement workshops, coaching teams in ethical, participatory research and stakeholder outreach. Altogether, these partnerships transform our course into a social innovation lab, guiding students from problem statement through testing, grant proposal, and final pitch within a single semester.

In the Gen Ed course “Philanthropy, Nonprofits, and the Social Good,” we partner with The Philanthropy Lab—a program of the Once Upon a Time Foundation—to give students a hands-on philanthropy practicum. At the start of the semester, The Philanthropy Lab endows the class with a $25,000 grant that students must research, pitch, and allocate to real 501(c)(3) organizations. Along the way, they learn to assess mission fit, program effectiveness, financial health, and transparency—just as professional funders do. The Philanthropy Lab also offers additional learning opportunities, such as post-course grant performance evaluation, a grantsmaking conference, and grant-writing board.

As part of a Philanthropy and Nonprofits course, students participate in an experiential exercise centered on the Widener Library’s philanthropic history, designed to connect the study of philanthropy with the lived history and material context of the university. During to the visit, students examine documents from the Harvard University Archives—such as donor correspondence, architectural plans, and personal reflections—which provide insight into the motivations, obligations, and negotiations involved in philanthropic giving. Throughout the tour, students trace the connections between these historical sources and the physical space, discussing how gifts to the university both reflect and shape institutional values, remembrance, and inclusion. The exercise encourages students to consider the complexities and enduring impacts of donor relations, using the Widener Memorial Rooms as a concrete starting point for analyzing the broader themes of obligation, legacy, and negotiation in nonprofit and educational philanthropy.

*Forthcoming in Objects of Inquiry: A Field Guide to Learning in Art Museums, edited by Laura Muir and Jen Thum. New Haven, CT: Yale University Press.

Please email me to access this paper.

This chapter examines my experience teaching an "embedded" First-Year Seminar in sociology that meets primarily at the Harvard Art Museums. In "From Gods to Satire: Artistic Engagements with Political Power," I replace traditional lectures with object-based learning, treating artworks as primary sociological data for investigating political power, memory, and resistance. Through scaffolded assignments culminating in independent curatorial research, students develop both observational skills and theoretical sophistication. Co-author Jen Thum reflects on the institutional investment required for such intensive partnerships. Together, we offer practical guidance for faculty and museum professionals considering similar collaborations, emphasizing early planning, realistic expectations, and participatory pedagogies that progressively transfer ownership of learning to students. A simplified syllabus demonstrates the integration of theory and objects.

*Teaching Sociology Volume 53, Issue 3

The article is available on the publisher’s website. A free access pre-print is available here.

This article introduces a pedagogical exercise aimed at enhancing students’ engagement with sociological theory courses. Despite their importance, students often feel disconnected from these courses in their daily lives. This exercise, adaptable for various class sizes and formats, encourages students to explore the moral and ethical dimensions of sociological theory. It involves group work where students analyze statements reflecting diverse moral orientations toward sociology and identify and discuss theorists’ moral underpinnings in their writing about what sociology is and how it should be conducted. Groups then present their findings in class and engage in a class-wide discussion about the necessity of these normative preconceptions in ongoing research and debate. The exercise aims to shift students’ attention from detached theories to passionate statements about the social good and to foster engagement and critical thinking while acknowledging the moral foundations of sociological thought.

*Forthcoming in Teaching Philanthropy: Theories, Practices, and Strategies for Cultivating Generous Citizens, edited by Andrew P. Hogue and Ron Pitcock. A pre-print is available here.

This paper investigates the complex relationship between philanthropy and higher education, providing insights particularly valuable for educators teaching about philanthropy. Using Harvard University as a central example, it examines how philanthropic gifts have shaped academic institutions, campus environments, and the production of knowledge over time. The analysis highlights both the inclusive and exclusive dimensions of donor influence, from campus landmarks like the Widener Library to broader academic and social priorities. Drawing on archival materials and case studies, the paper demonstrates how site visits and engagement with primary sources can enrich the teaching of philanthropy by illuminating the negotiation of values between donors and universities. By offering concrete pedagogical strategies and historical context, this research equips instructors to guide students through critical exploration of philanthropy’s legacies, empowering them to understand the ongoing interplay between private generosity and institutional mission within higher education.

Tutorial (Seminar)

Syllabus

Working and middle class, Blacks and Latinx, Christians and Muslims, Americans and French–groups have, by their very definition, some criteria to discern those who belong from those who do not, whether they are as large as whole nations, or as small as a group of friends. But what does it mean for a group to have a collective identity? This course will examine what collective identity is and how we can study it sociologically. It will ask questions such as Does a collective identity rely on group members sharing the same past experiences, or does it rely on them facing similar present circumstances? To what extent do group members have to agree on what their collective identity is, and how are disagreement and conflicts managed? How do group members engage in identity politics, and how do they compare their groups to others? The course will begin with a review of sociological literature that addresses some of the key debates on this topic. Moving forward, students will design and complete their own research projects. Each student will choose a group in the Boston area or on campus, formulate a research question, and conduct participant observations and / or interviews. The course will cover the various steps of the research process, from formulating a research question through collecting and analyzing data and reviewing existing literature, to constructing the final paper.

Undergraduate lecture

Syllabus

How can novels help us think sociologically about memory, power, and social change? To answer this question, this course treats narrative fiction as a site of social theory. We will read works of fiction that span different times, places, and crises—from early twentieth-century America and the legacy of genocide to the plantation past of U.S. slavery, small-town horror, postcolonial Egypt, and a biotechnological dystopia. Alongside these texts, we will study contemporary sociological theories of generations and “zeitgeist,” collective memory and trauma, freedom and domination, discipline and biopower, stigma and self-presentation, and postcolonialism and collective mobilization.

Rather than pairing one theory with one novel in a simple sequence, the course builds overlapping “theory arcs.” Each novel is read through at least two theoretical lenses: one that carries over from the previous book and one that prepares us for the next. This structure is designed to help students experience theory as cumulative and relational, and to see how similar concepts play out differently across diverse historical and cultural settings. Through close reading, discussion, and analytical writing, students will use scenes from these novels as empirical “data” for sociological interpretation. Assignments will ask students to read fiction not as a mere illustration of theory, but as a mode of theorizing in its own right. No prior experience with social theory is expected or required. The course is intended for anyone interested in thinking seriously about fiction and society.

First-year Seminar

Syllabus

In this seminar, we will explore the fascinating ways in which art has been used to express, critique, and reflect upon political power. From depicting rulers as gods to using comedy to criticize leaders, we will delve into the visually striking ways societies have grappled with their political systems through art. 

We will meet at the Harvard Art Museums’ Art Study Center, where we will take advantage of the Museums' vast collections. Each week, we will explore different artworks and analyze them in their national and political contexts. We will also read sociological literature that will help us make sense of these works and dive into the Harvard Art Museums' archives to gain a deeper understanding of their social and political contexts. We will see how the engagement between art and politics brings to light core aspects of national identity, belonging, memory, and resistance. We will also visit the Harvard Memorial Church and the Ethelbert Cooper Gallery of African & African American Art to gain a broader understanding of the cultural and political context of art. 

Through this seminar, students will discover the power of art in civic dynamics and gain a new perspective on the complex relationship between art, society, and politics.

Undergraduate Lecture

Syllabus

International humanitarian organizations are often first on the scene when armed conflicts erupt or natural disasters strike, but their efficiency and legitimacy are constantly questioned. This course examines humanitarian activism from a sociological perspective by looking at its history and its role in contemporary society. We will examine the origins of organized humanitarian activism and the dilemmas and challenges that NGOs must often face. We will investigate the consequences, justifications, and limitations of humanitarian work, focusing substantively on several case studies including the Kosovo War, the Nigerian Civil War, and the 2004 Indian Ocean Tsunami. The course will conclude with presentations based on students' independent research and exploration of an applied topic from the course.

Undergraduate Lecture

Syllabus

When crises strike, nonprofit organizations spring to action, offering their resources, expertise, and innovation to affected communities. Yet COVID-19 brings unprecedented challenges—and unprecedented opportunities—to philanthropic endeavors. Indeed, aside from supporting medical research on COVID-19, nonprofit organizations have been providing medical care, distributing personal protective equipment (PPE), helping address loss of employment and food insecurity, and advocating for global equity in vaccine distribution, among other tasks. 

This course partners with the Lemann Program on Creativity and Entrepreneurship (LPCE) in order to provide students with a unique opportunity to experience first-hand how philanthropists and nonprofit organizations are helping address the global effects of this global pandemic. On the theoretical side, the course will examine the workings of philanthropy and of nonprofit organizations, using different sociological perspectives and a series of case studies. Alongside the theoretical content, students will form groups and will develop their own nonprofit ventures to address the social impact of COVID-19. Student ventures will receive startup seed funding and, at the end of the course, will compete over additional seed money. The course will include a series of guest lectures and workshops on entrepreneurship to support student venture development.

Undergraduate Lecture

Syllabus

Popular culture is one of the strongest tools we have for thinking through social phenomena outside of the conventions of academic writing. Television series such as Black Mirror can provoke our thinking on topics like alienation and racism; popular novels by authors like Stephen King can unpack issues like social isolation and role conflict; and stand-up comedians like Chris Rock can deliver some of the fiercest critiques of economic and social inequality. In this course, we will use the insights that popular culture provides to gain proficiency in key current sociological theories. Each week, we will pair reading items from one contemporary theorist with one piece of popular culture, such as a movie, a sitcom, a short story, or a stand-up comedy routine. Course assignments will move from analyzing popular culture items to applying current sociological theory to real-world phenomena. Through these activities, students will familiarize themselves with theoretical frameworks such as field analysis, critical race theory, economic sociology, feminist sociology, and others. 

Undergraduate seminar

Few topics are as controversial and difficult to discuss as religion and politics. And yet, for many people, these concepts are central to how they understand themselves, their communities, and public life. As sociologists, we have tools to approach such charged topics respectfully and systematically through in-depth interviewing. This course introduces students to qualitative interviewing as a central methodology in sociology, with a substantive focus on religion and politics. Students will develop their own interview guides, conduct in-depth interviews with clergy in local faith communities, and collaboratively code and analyze their findings. We will also discuss topics such as building rapport, research ethics, and using qualitative data analysis software (i.e. NVivo). At the end of the course, students will use a shared dataset of coded interview responses to produce their own analyses to make original arguments about the intersections of faith and political life.

Undergraduate Lecture

Syllabus

While many countries profess a separation between state and religion, faith and religiosity remain central to political life, both in the United States and in the global scene. In recent years more than ever, religious figures have been deeply involved in electoral processes, in welfare and charity, in social justice movements, in war-making, and in peace-building. Given the changing dynamics between faith and politics, it is doubly important for us to understand the multiple ways religion and politics interact. This course will examine the intersections between religion and politics by exploring questions like why do some religious groups engage in political activism, while others shy away from it? why do some countries try to regulate religious expression in their public spaces, when others celebrate it? why do certain religious groups resort to violence to achieve their aims, and how do some religious groups strive for social justice and peace? The course will begin with a broad overview of the sociology of religion by linking classic sociologists like W. E. Du Bois, Emile Durkheim, and Max Weber to contemporary issues of faith and politics. It will continue by examining key meeting sites between politics and religion, such as social movements, welfare systems, terrorist organizations, and peacemaking initiatives. Case studies will include the French headscarf controversy, the U.S. Evangelical involvement in the 2016 elections, the Muslim Brotherhood welfare system in Egypt, and the religious-nationalist Hindutva movement in India. Students will each be assigned a local clergy member to interview about their engagement with politics.

Seminar

Syllabus

Even though trauma is often a personal experience, it can also affect groups, regions, and even whole nations. This course explores the notion of social trauma by focusing on its emergence, commemoration, and transmission in different societies. How do ideas of trauma stay constant across generations? And what are the consequences of these processes in a variety of sites such as politics, social activism, art, and domestic life? The main analytic assignment enables students to further explore a site of their choice that represents collective trauma. Upon collection of primary evidence, students will analyze their case using the concepts and readings covered in class.

Seminar

Syllabus

While many countries profess a separation between state and religion, faith and religiosity remain central to social and political life, both in the United States and in the global scene. In recent years more than ever, religious figures have been deeply involved in electoral processes, in welfare and charity, in social justice movements, in war-making, and in peace-building. Given the changing dynamics between faith and politics, it is doubly important for us to understand the multiple ways religion intersects with civic life. This course will examine questions such as why do some religious groups engage in political activism, while others shy away from it? why do some countries try to regulate religious expression in their public spaces, when others celebrate it? why do certain religious groups resort to violence to achieve their aims, and how do some religious groups strive for social justice and peace? The course will begin with a broad overview of the sociology of religion by linking classic sociologists like W. E. Du Bois, Emile Durkheim, and Max Weber to contemporary issues of faith and politics. It will continue by examining key meeting sites between politics and religion, such as social movements, welfare systems, terrorist organizations, and peacemaking initiatives. Case studies will include the French headscarf controversy, the U.S. Evangelical involvement in the 2016 elections, the Muslim Brotherhood welfare system in Egypt, and the Hindutva movement in India. Students will have the opportunity to explore a study case of their choice in the final paper.

Tutorial (Seminar)

Syllabus

This course introduces students to the complicated, conflictual, and often contradictory theoretical origins of sociology as a discipline. We begin by reading the standard sociological “canon”—Marx, Weber, and Durkheim—and interrogating why their ideas were canonized over others. We then read scholars who have been historically “written out” of the social sciences to evaluate their important, yet historically underappreciated, contributions. By the end of the course, students should (1) master key concepts in classical sociological thought, (2) understand what it means to theorize, and what makes for good theory, and (3) learn to critically interrogate the relationship between power, standpoint, and the production of knowledge.