My same commitment to diversity and social justice also inform my efforts in the classroom. My experiences teaching at both small colleges and large universities have given me the opportunity to work with students from various social backgrounds. In the classroom, I feel that an effective teacher uses materials that resonate with students while remaining critically engaged with issues of inequality. Whether in a Methods or a Special Topics course, I regularly return students back to their “sociological imaginations.” Overall, I feel that a strong teacher is a strong researcher. My ability to provide students with examples of theory, methods, and findings from my own research data is the essence of a “teachable moment.” An active research agenda also shows students that the concepts they are learning are not just those that exist “in a book,” but are used in the field by their own professors. This practice shows students that their professors are individuals equally invested in social problems and global issues, who strive to address both in their own unique and personal ways.