Teaching Experience

Student response to the course was overwhelmingly positive, with a perfect 5.0 median score for overall teaching effectiveness, clarity, preparation, and respect. In their written comments, students praised the course as “the best class I’ve taken in my entire undergrad degree.” Many noted that the class expanded their worldview, improved their writing, and helped them understand how to address global environmental injustice. Below are the excerpts from the anonymous student evaluations:

• "Excellent course! It's the best clasd i've taken in my entire undergrad degree. She's an excellent teacher and I'd take it all over again :)) I love her!"

• "Professor Listrovaya is one of the kindest, most considerate, and understanding professors/humans I have ever met. She is extremely knowledgeable about her field of study in addition to making classes interesting and engaging..."

• "This class was incredible. I honestly came into the semester with the sole objective to fulfill my upper–level–writing requirement, but by the end of the semester I was completely enthralled by the history of environmental sociology and how different theories can apply to the ecological state of Russia. Professor Listrovaya was engaging, clear, and thoughtful in her instruction, and genuinely cultivated a course experience that ranks among some of my favorite classes at the University of Michigan. Once again, I loved Professor Listrovaya's class and I hope that other students get the chance to experience the incredible semester that I have! Prof Listrovaya cared about the work and findings she was presenting in class–– I felt that in every lecture.... I truly respect her teaching style so much. She had us participate in group activities that were actually fun (compared to other courses).... A lot of my other courses do not carry the same energy. I loved hearing my professors opinions as well as my fellow classmates and Prof Listrovaya was who made that happen"

In the Winter 2021 term, I had the unique opportunity to design and teach a 400-level course, Sociology of Corruption (SOC 410), which was introduced for the first time in the department. 

This course provided an in-depth exploration of the multifaceted relationship between corruption and macro- and micro-level processes, culture, society, and inequality. We began with foundational concepts, such as the roles of social capital and social networks, before delving into diverse definitions, perspectives, and theories central to corruption studies. Together, we examined how political, economic, and sociological dynamics shape corruption within key sectors like education, healthcare, law enforcement, and government institutions. Using comparative analysis, the course highlighted corruption practices across various cultural and institutional contexts, drawing on case studies from the United States, China, Russia, other Post-Soviet states, Western Europe, and South America. Through this interdisciplinary lens, students gained a deeper understanding of corruption as a socially constructed phenomenon embedded within broader societal frameworks. Below are snippets from student evaluations that underscore the course's impact. 

In the Summer of 2021, I designed and taught a 300-level asynchronous online course, Research Methods (SOC 311). 

Over the four-week term, I created a comprehensive syllabus, selected an ideal textbook and supplemental materials, and built an engaging Canvas page to support online learning. The course provided students with a solid foundation in key research methods, including surveys, interviews, observations, experiments, and historical-comparative approaches, while emphasizing both their strengths and limitations. To highlight the importance of rigorous methodological practices, students examined case studies of research projects that violated ethical protocols or methodological standards. Assignments were carefully designed to offer hands-on experience, enabling students to apply their learning and ultimately develop and conduct their own original research projects. 

During the Summer 2019, I developed and taught my own 400-level asynchronous online course "Introduction to Sociology of Corruption"

According to the student reviews, the mean for the course was 4.4, which compares to the school's mean of 4.3.

Besides developing and teaching my own courses, I have also served as a Discussion Section AInstructor numerous times for introductory-level courses, such as:

• Introduction to Sociology 

• Social Inequalities

I have also served as a Teaching Assistant (Grader) for the following courses: 

• Social Issues and Movements

• Sociology of Mass Media 

• Deviance, Control, and Crime 

• Introduction to Social Research 

• Social Epidemiology