My teaching philosophy emphasizes the diversity of perspectives and the comparative study of history. I see the classroom as a space where students learn to engage critically with multiple worldviews and historical experiences, connecting the local to the global. I design courses that invite students to question dominant narratives, explore entangled pasts, and think across empires, regions, and disciplines. My approach encourages students to see history not as a fixed story but as a conversation shaped by context, power, and imagination.

I have developed and taught a range of courses reflecting my comparative and global approach to history. At Princeton University, Islam and Modern Politics examined the diverse intellectual, social, and political engagements between Islamic thought and modernity, from reform movements to global Islamist networks. At the University of Michigan, Nations and Nationalism explored how identities, myths, and borders were constructed and contested across empires and colonial settings. At Columbia University, Armenians and the Modern World traced Armenians as transimperial and transnational actors from the late Ottoman Empire to the post–Cold War era within broader histories of displacement, genocide, and diaspora.

At Norwich University, my courses include History of the Middle East, surveying the region’s transformation from ancient civilizations and the rise of Islam to the present; Introduction to International Studies, which introduces students to global history and politics through multiple theoretical perspectives; and Israel and Palestine: Past and Present, which situates the conflict’s historical evolution alongside comparable struggles such as the Kurdish question. I also plan to develop History of Technology and Warfare, a course examining how technological change has shaped military power, strategy, and society from antiquity to the modern age—bridging my research on empire, infrastructure, and global politics.