My approach to teaching is one rooted in critical theories and both historical and contemporary examples.  From this foundation, my teaching goal is to get students to understand the dialectical relationship between the politics of urban policy and policymaking on suburban/metropolitan, State, and Federal policies.  Specifically, how the people, processes, and institutions of urban policy and politics shape students’ present lives.  I prefer to ask really big questions at the beginning of the course, and each week provide different tools (theories, practices, historical and contemporary examples) that allow students to “answer” these big questions.  In my classroom, I expect students to challenge both their and my assumptions about how and why we understand cities to operate in the way that they do.  I believe my role as a teacher is to present the normative perspective of urban processes and institutions, while also engaging various marginalized perspectives in order to present a more robust understanding of the complexity of urban planning and policy.  I will adapt this teaching philosophy for undergraduate and graduate courses, using studio and lecture formats.