Pedagogical Approach
I have eight years of teaching experience in a higher education setting. Over this period, I have developed a successful teaching approach that encourages student engagement and accountability, ensures that they grasp the nuances of social science theory and practice, and builds solid relations with my pupils and colleagues. It rests on three main tenants: First, I develop friendly rapport with my students and tutors, while setting clear expectations about respect and performance both for them and myself as their educator/senior colleague. This helps me understand where they are coming from and what their strengths and needs are, so that I can plan and provide additional support and resources for professional development, as well as ensure that the course/program remains challenging and engaging for all students. Second, I instil a practice of open dialogue which includes regularly collecting feedback from students and tutors about the course content, teaching strategies, learning outcomes, and areas we could improve delivery, comprehension, and participation. Third, I base my lesson plans and lectures on experiential learning, where possible, and use real-world examples and case study exercises to stimulate class discussions and participation that cement pupils’ comprehension beyond textbook learning.
Pedagogical Qualifications
I completed formal pedagogical training through the Edinburgh Teaching Award (EdTA) for Fellowship of the Higher Education Academy (FHEA).
I also completed a 3-weeks course on Blended and Online Learning Design (2021) offered by the University College London and a 4-weeks course on Decolonizing Education: From Theory to Practice (2021) offered by the University of Bristol.
Course Convenor
World Social Theory (Undergraduate) – SOAS, University of London
Anthropology in Action (Undergraduate) – SOAS, University of London
Anthropology and Climate Change (Undergraduate and Postgraduate) – SOAS, University of London
Guest Lectures
‘Community Engagement’, Science Communication (Postgraduate) – Heriot-Watt University
‘Marine Plastics: Sources and Effects’, English for Science Communication (Undergraduate) – Phenikaa University, Vietnam
‘Global Food System and Climate Change’, Anthropology Now (Undergraduate) – SOAS, University of London
‘Climate Action, Adaptation and Resilience’, Sustainable Development 1A: Introduction to Sustainable Development (Undergraduate) – The University of Edinburgh
‘Work and Labour’, People First: The Anthropology of International Development (Postgraduate) – The University of Edinburgh
‘Corporate Empires’, Empires (Undergraduate) – The University of Edinburgh
‘Gifts and Commodities’ & ‘Production and Social Reproduction’, Consumption, Exchange, Technology: The Anthropology of Economic Processes (Undergraduate and Postgraduate) – The University of Edinburgh
‘Body in Dance’, The Anthropology of the Body (Undergraduate and Postgraduate) – The University of Edinburgh
‘Ethnographic Fieldwork Methods and Ethics’, Geography Fieldwork: Foundations (Athens Field Trip) (Undergraduate) – The University of Edinburgh
Senior Tutor
Anthropology 1A: The Life Course (Undergraduate) – The University of Edinburgh
Sustainable Development 1A: Introducing Sustainable Development (Undergraduate) – The University of Edinburgh
Tutor
Kinship: Structure and Process (Undergraduate) – The University of Edinburgh
Ritual and Religion (Undergraduate) – The University of Edinburgh
Consumption, Exchange, Technology (Undergraduate) – The University of Edinburgh
Social and Cultural Geography (Undergraduate) – The University of Edinburgh
Nature of Geographical Knowledge (Undergraduate) – The University of Edinburgh
Geography Fieldwork: Foundations (Human Geography – Athens Field Trip) (Undergraduate) – The University of Edinburgh
Supervision and Mentoring
At SOAS, University of London, I supervised master’s and undergraduate dissertation projects and at The University of Edinburgh I supervised undergraduate field projects.
I have also mentored two teaching assistants offering one-to-one pedagogical training and advise.
During my term as a lead committee member of the SSPS PGT Mentoring Scheme (University of Edinburgh), I also mentored four master’s students focusing on gaining skills and peer support to manage their MSc studies and dissertation writing process.
As with my teaching, my supervision approach is based on building trust and confidence, to inspire pursuit in personal and professional growth.
Student and Tutor Feedback
“Largely because of the discussions I had in the tutorial I fell in love with the course and the study as a whole!” Undergraduate Student, Anthropology 1A
“This module was my favourite and I wanted to tell you directly, and also thank you for the amazing module lectures, tutorials, readings and multimedia materials.” Postgraduate Student, Anthropology and Climate Change
“Social theory has become my favourite lecture of the week! It is difficult to make theory enjoyable, however it’s evident how much effort you put into your lectures and I really enjoy the perspective you bring to the course.” Undergraduate Student, Social Theory
“Inna went above and beyond. The tutorials were particularly helpful to understand key themes better.” Undergraduate Student, Consumption, Exchange, and Technology
“Throughout my dissertation supervision, Inna was extremely helpful in giving direction when needed, suggesting relevant readings, alternative methodologies to explore, and helping to clarify and concretize my research project. She gave me confidence in conducting research myself, reasserting that the dissertation was an independent project and she was there to supervise, but not do – this is something that I really needed at that time and really helped boost my belief in myself as I took on the project.” Postgraduate Student
“Inna has been the best mentor I have worked with. She is incredibly generous with her time, offers useful and constructive feedback, and communicates clearly and reliably. She has taken an active role in my professional development in an honest and hands on manner. My teaching and pedagogical knowledge has been greatly improved by working with her, and she has been understanding and supportive of my well-being and the well-being of her students, who regularly sing her praises.” Teaching Assistant
Inna Yaneva-Toraman 