After my second year in the PhD program (2024), I successfully completed Colloquium on College Teaching of Sociology (SOC 593), a graduate-level pedagogy course at the University of Illinois Chicago. This training equipped me with advanced teaching strategies and methods of course design, qualifying me to independently develop and instruct my own sociology courses as a Graduate Student Instructor.
Why do I love teaching Sociology? I truly enjoy watching people begin to feel empowered. There is nothing more rewarding to me than witnessing students begin to see the world differently – and, more importantly, to realize they can question things they used to take for granted. My teaching experience at UIC has primarily focused on introductory sociology courses, often for students who are truly encountering the discipline for the first time. And this has been a truly unexpected gift. I’ve learned that nothing compares to the spark in my students’ eyes when they begin to grasp the liberatory potential of the sociological lens. Watching their assumptions shift, their questions deepen, and their sense of agency grow – those are the moments that remind me why I teach.
My teaching is guided by three core ideas: creating a safe space, fostering the internalization of knowledge, and encouraging empowerment. UIC – with the most diverse student body in the Midwest – is a uniquely powerful and undoubtedly perfect place to teach Sociology. In Chicago 2025, my students do not just know about inequalities more than I do – they live in them their whole lives. What my classroom offers is a lens through which they can finally make sense of these experiences.
My students don’t just memorize Sociology – they do Sociology. I teach them that the best way to understand what Sociology is is to look at the world around them and think deeply about the things they care about most. As a result, my classroom becomes a therapeutic and liberating space. Asian international students do their final projects about the pressure of the Model minority myth and the inequalities rooted in language barriers in higher education. A student expecting a baby explores the biases and barriers faced by pregnant precarious workers and students under neoliberalism. Another student, raising a toddler daughter, explores the invisible burden of cognitive labor on mothers. Taken together, final projects in my class are a tender fingerprint of social reality shaped by pain, pride, and love.
The main motive of my teaching evaluations is an appreciation for the passion I bring to the classroom and the inclusive, welcoming space I strive to create. Students frequently mention that they feel safe exploring sensitive topics and that the classroom invites open, thoughtful, and respectful dialogue. This feedback reassures me that my approach – centered on care, empowerment, and critical engagement – resonates and makes a difference.
Teaching experience
Teaching as a Graduate Student Instructor at the University of Illinois Chicago (2024–2025)
In 2024, I designed and independently taught the introductory-level course Social Problems (SOC 105). I had the opportunity to teach the course three times:
Summer 2024 (10 students),
Spring 2025 (30 students, online),
Summer 2025 (20 students, online).
The course began by introducing students to the social constructionist approach and the concept of the sociological imagination. Then we examined three foundational sociological categories – race, gender, and class – together with using an intersectional lens. Building on this framework, each subsequent class was devoted to a different field of sociological inquiry (such as housing, medicine, disability, education, immigration, etc.), where definitions of social problems could vary depending on context. The central pedagogical goal was to provide students with repeated practice in defining social problems and uncovering the power relations behind them across diverse sociological topics. The culmination of this practice was a final project, where students were required to select a specific social problem they care about and critically analyze it in a final literature review, applying the theoretical and methodological tools gained throughout the course.
One of the main themes that emerges from my students’ feedback for this class is their appreciation for the safe and welcoming classroom environment I cultivate, where they feel comfortable engaging with sensitive topics and questioning ideas they might have previously taken for granted. Students also emphasize that they value the central role of discussion in the course: many mention that they enjoy listening to their peers and exchanging perspectives.
Across multiple semesters, students awarded perfect scores (5.0) for my clarity of explanations, thorough preparation of course materials, and effective use of technology. They emphasized my fairness in evaluation, timeliness in returning feedback, and sensitivity to diverse backgrounds and perspectives.
Examples from student feedback include:
"The course felt uplifting and encouraging. The teacher provided examples (personal and professional), and students who were more expressive tagged along, creating a comfortable environment to share points of view online. I found myself learning more from how everyone was engaging in the class."
"You have been so an amazing professor. I love your teaching ways and how you let students collaborate with you, especially in a class like this where we learn about real-life social norms and problems you have a great way of approaching every topic and I enjoy your activities and discussions."
"The instructor is so nice and provides a relatable approach to learning. With applied examples and relaxed but informative discussions, I thoroughly enjoy learning in this course!"
"I like the different perspectives and being able to make the class feel like a safe welcomed place for everyone to collaborate and being able to talk about sensitive topics and get a better understanding."
"This course was absolutely amazing. Professor Chetverikova is by far one of the best professors I have ever had. The course content is very interesting, and the slides presented in class are very thorough and promote very interesting conversations. The assigned readings are also very detailed and provide good insight on topics that will be discussed in class. I truly enjoyed this class and I was happy to come to class every week. I wish every instructor was as prepared, detailed, and kind as professor Chetverikova."
Teaching Discussion Sections at the University of Illinois Chicago (2023–2025)
As a discussion section leader, I taught multiple discussion sections for introductory-level courses:
Introduction to Sociology (Fall 2023 and Spring 2024)
Sociological Methods (Fall 2025)
In this role, I led three discussion sections per week (60 students in total), using applied exercises and practice materials to help students connect theoretical concepts from lectures to real-world cases. I also graded all student papers and assignments, provided detailed feedback during weekly office hours, and did my best to create a supportive environment that encouraged active participation and critical engagement in my class.
Student evaluations consistently highlight my ability to foster a comfortable and welcoming classroom atmosphere, where students feel encouraged to ask questions and express ideas without fear of judgment. Reviews emphasize my approachability, patience, and clarity in explaining complex material.
Examples from student feedback include:
“You have made the class feel so open and welcoming that I feel comfortable expressing my opinion, even though I normally don’t talk much in class.”
“She’s very welcoming and makes me feel that I don’t have any dumb questions".
“She is very well equipped and whenever we are stuck on a question she explains it and hints us to the possible answer. She’s friendly but stern and we are able to focus and dig deeper into the material.”
Teaching Assistantship at the University of Illinois Chicago (2023–2025)
As a teaching assistant in the PhD program at the University of Illinois Chicago, I facilitated several core undergraduate sociology courses:
Race and Ethnic Relations (2023)
Social Problems (2023)
Sociology of Youth and Childhood (2024)
My responsibilities included grading and providing constructive feedback on student assignments and projects, mentoring students during office hours, and facilitating in-class discussions to encourage critical engagement with course materials.
Teaching Assistantship at the National Research University Higher School of Economics (2017–2021)
As a teaching assistant in my undergraduate years, I facilitated the following courses:
Museumification of Culture (2017)
Creative Writing (2019)
Contemporary Culture: Theories and Practices (2020)
Contemporary Methods of Cultural Research (2020–2021)
My responsibilities primarily involved grading assignments, mentoring students, and providing feedback on their work. I also offered individual consultations to help students refine their research projects and strengthen their analytical skills, contributing to their academic development across both theoretical and practice-oriented courses.