I am committed to creating inclusive, student-centered learning environments where students feel empowered to engage critically with complex sociological concepts. My pedagogical approach emphasizes the sociological imagination, encouraging students to connect abstract theories to their lived experiences and contemporary social issues. Through active discussion, applied exercises, and collaborative learning, I help students develop the analytical tools to understand and question the social world around them.
Colloquium on College Teaching of Sociology (SOC 593), University of Illinois at Chicago, 2024
Successfully completed graduate-level pedagogy course providing advanced training in:
Evidence-based teaching strategies and course design
Student-centered pedagogical approaches
Assessment design and inclusive teaching practices
Qualified to independently develop and instruct sociology courses
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)
Sociology Major Orientation and Success (Spring 2026)
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.