Students reported that in my class they learned how to...
"talk about controversial topics that may be sensitive but important to talk about"
"apply the concepts from class to my papers and defend an argument"
"analyze different texts in various ways and how to gain understanding on a deeper level"
"be curious, ask questions, have an open mind toward things that don't make sense to me but hold deep significance for others"
Students reported that my class...
"was super engaging, including group discussions, leading class discussions, peer reviews, and a lot of interacting with classmates. I made a lot of new friendships"
"had the best structure of all the classes I've taken because it was so interactive and conducive to learning"
"was a positive learning environment from day 1 and throughout the course, the environment only got better"
"was very very good, I love the structure and it was super engaging and provided a safe space for us to really dig deep in our thoughts and share them and analyze and discuss some difficult topics"
When asked about their instructor, students reported...
"Professor Rostov is super welcoming and engaging. She is always prepared for classes and does an amazing job at analyzing the class content"
"Professor Rostov is THE BEST!!!"
"Claire did a fantastic job this semester of keeping us all engaged. She shaped an atmosphere in the classroom that allowed every student to share their thoughts in a safe space. Every class was loaded with fun activities to accompany the material which kept everyone engaged"
"Professor Rostov was awesome. She kept the class engaged and was very prepared in every class. She brought a variety of learning tools and helped the class to engage in lectures and discussions that have helped me learn"
Read the full course reviews.
My first goal as an instructor is to create an environment where students can engage in learning that, like the religious practices we study, is experiential, embodied, and social. Students learn that religion and the study of religion cannot be reduced to the reading of texts, but rather includes a whole array of rituals, experiences, sensations, habits, and social groups. Class time, therefore, is organized around participatory, hands-on activities. For instance, in my Religion and Popular Culture class, activities included analyzing children’s toys, video games, music videos, and relics, a field trip to the Duke Divinity School to see how the Bible gets materialized, and a visit to Duke’s special collections to look at print advertisements.
I also keep students engaged by incorporating active learning techniques. These techniques include breaking up class time with mini lectures, large and small group discussions, and interactive class activities. They also include incorporating movement into the classroom, switching up the seating arrangements, and periodically giving students agency over class time.
My second goal is to create space for students to open themselves up to new perspectives in order to empathetically and respectfully engage with their own religious traditions, practices, and beliefs, as well as those that are unfamiliar to them and may be very different from their own. Thus, critique is neither the first nor the only mode of engagement in my classroom. Through structured, close reading activities, such as working together to identify questions, define key terms, and write the thesis of the reading in their own words, I invite students to treat the authors we read as potential conversation partners. By entering into dialogue with the readings, theory becomes more accessible, and students can gain understanding before moving to critique.
This focus on seeking understanding before critique not only applies to analyzing readings but also extends to class discussion. Students in my classes grapple with issues of identity, community, conflict, and power, including the complex legacies of violence, colonization, and appropriation that both make possible and restrict religion, and the very category of religion itself. To create a space where students can confront this difficult subject matter, students work together the first week of class to create a set of community guidelines for classroom discussion. In addition, students also work together to draft a technology policy for the classroom. By devising their own standards for class behavior, students take ownership over their learning and their classroom community.
To further create a classroom environment where students feel that they belong and can learn from one another, I encourage students to bring their questions, perspectives, and diverse experiences to the material. For example, every class begins with two students leading the class through a warm-up activity and discussion of a question that seeks to relate the course content to their lives (e.g., a class on sacred spaces might begin with asking students to consider what places they consider sacred and why, and a class on domestic religion might begin by asking students to brainstorm some ways in which religion happens in the home).
While students are encouraged to bring their perspectives and experiences into the classroom, writing assignments are structured so that students can take the course material beyond the class. In other words, writing assignments allow students to connect the course material with cases they find relevant and interesting. For instance, in Religion and Popular Culture, short writing assignments asked students to write about an example of religion and popular culture with which they are familiar, such as a fashion trend, favorite song, comic strip, or TikTok video.
In order to prepare students to undertake these writing assignments, I provide ample support for students inside and outside of class. I dedicate class time to breaking down various aspects of the writing process to make the final product feel less daunting. For example, students participate in scaffolded activities that help them brainstorm potential ideas for their upcoming papers, draft thesis statements, and engage in structured peer review. I also encourage students to meet with me to discuss their questions and concerns regarding the writing process. I recognize that some students may need additional support to succeed, and I prioritize providing individualized assistance for these students.
As an instructor, I am committed to continual learning and am constantly striving to improve my teaching. I am currently enrolled in the Certificate in College Teaching at Duke University where I have learned new methods for teaching at the college level and taken pedagogy courses on topics such as: Generative AI in College Teaching, Teaching in Religion, and Visual Teaching. In addition, I also participated in The Kenan Institute for Ethics semester-long fellowship program, Teaching on Purpose, and a year-long fellowship program, Preparing Future Faculty, that helps prepare PhD students to teach at a diverse range of institutions.
With support from Duke's Summer Course Development Grant, I developed a new course titled "Religion and Popular Culture" that I taught as the Instructor of Record during Fall 2024. I have also served as a Student Teacher for the undergraduate courses Religion in American Life and Introduction to Religious Studies, and as a Teaching Assistant for Religion and Film, Sport and Religion, and Race, Film, and Religion where I worked with students to improve their critical thinking, reading, and writing skills.