I have served as the sole instructor responsible for course design and implementation—for each of the following courses offered by the University of Iowa English and Rhetoric departments.
As instructor of these courses, I select appropriate texts and supplemental readings, develop daily lesson plans, design course materials, assess student work, give extensive written feedback, manage a course website through Iowa Courses Online, collaborate with and mentor other instructors, and build in opportunities to both receive student feedback and implement necessary changes.
ENGL: 1200: The Interpretation of Literature I design and teach a General Education course aiming to develop skills of reading, speaking, and writing in response to literary texts from a variety of genres, authors, and time periods. I have developed and taught the following themes for this course: "Voice and Storytelling," "Reading Bodies: Literature and the Senses" and "Tech Knowledge: Literature, Media, and Information."
Student Body: Classes have between twenty to twenty-five students, generally freshmen from various departments.
Student Learning Goals: Develop critical thinking skills as a means to gain new insights into texts. Articulate connections between individual texts and broader historical and cultural contexts. Rediscover one's self as a reader by recognizing how individual differences shape interpretive lenses. Become active participants in discussions about literature and the world. Make intentional formal and stylistic writing decisions and compose polished writing.
Assignments: Sounding Shakespeare! Project, Zoom In, Zoom Out Essay, Blind Spots Essay
RHET: 1030: Rhetoric (2014-Present) I designed and taught a General Education course focusing on the art and analysis of argument through multi-modal explorations into recently published nonfiction texts, consequential questions in the public sphere, film, advertising, and social media. I have developed and taught the following themes for this course: “All Sides of the Story: Argument and Narrative” and “Persuade Me: Identity and Identification.”
Student Body: Classes have between eighteen to twenty students, generally freshmen from various departments
Student Learning Goals: Learn rhetorical terms and concepts while developing college-level writing, speaking, reading, listening, and critical thinking skills. Encourage respectful and responsible citizenship by encouraging multi-modal inquiries into consequential questions of public import.
I have served as an assistant instructor for the following courses offered by the University of Iowa English Department and the St. Olaf College English Department. Responsibilities vary upon course and department.
University of Iowa ENGL:2010: Introduction to the English Major: Theory and Practice (2013-2014) I designed and taught a weekly discussion section of a course introducing English majors to foundational literary theory, periodization and literary history, and information literacy. As a T.A. for this course, I designed and taught a weekly one- hour discussion section; assessed student essays, exams, and quizzes; provided extensive written and oral feedback; held office hours and met with students one-on- one as requested; and led occasional lectures in the primary instructor’s absence.
Student Body: Discussion sections of fifteen to twenty students in a lecture of 100-150 students, mostly sophomore, junior, and senior English majors.
Student Learning Goals: Critically engage with a range of canonized texts as organized by historical period, analyze and apply critical theory, and compose essays practicing techniques in close reading and research.
Assignments: close reading essay, critical theory application essay, and research essay.
St. Olaf College FYW:111: First Year Writing (2011) I organized and led a weekly peer-editing session of a General Education writing course for first year students on personal narrative, storytelling, and memoirs. As a T.A. for this course, I facilitated a weekly peer-editing session; assessed student work provided feedback on content, structure, and mechanics; and mentored students individually in the development of a final writing portfolio.
Student Body: Peer-editing sessions of five to six students in a class of twenty to twenty-five students.
Student Learning Goals: Develop college-level writing, research, and information literacy skills.
Assignments: Weekly personal essays that were compiled into a final writing portfolio.
Tutoring and Individual Instruction
University of Iowa Rhetoric Writing Center, Graduate Writing Tutor (Fall 2015-Present) Tutor students enrolled in weekly appointments in developing writing, composition, and English language usage.
Student Body: Approximately two tutees per semester, tutored 50 minutes per week. Tutees can be faculty, graduate students, or undergraduate students, though most are undergraduates enrolled in General Education Rhetoric or Literature. My tutees have been 100% English Language Learners
Frank Business Communications Center, Graduate Writing Fellow (2014- Present) Tutor business students (individuals and occasionally small groups) through half- hour appointments on writing and speaking assignments.
Student Body: Approximately ten students per week. Students must be taking a business course or enrolled in the University of Iowa Tippie School of Business. My tutees are approximately 80% English Language Learners.
St. Olaf College The Writing Place, Writing Tutor (2011-2012) Facilitated written English fluency for English Language Learners through regular, bi-weekly tutor sessions and provided cross-disciplinary writing help for all students though hourly appointments.
Student Body: Regular bi-weekly sessions were reserved for English Language Learners, but students of all levels from various departments attended the hourly appointments.
Mentoring and Other Teaching Experience
University of Iowa Center for Teaching Graduate Teaching Fellows, Humanities Fellow (Fall 2016-Spring 2017) I was selected to serve as one of the University of Iowas four graduate teaching fellows during the program's inaugural 2016-2017 academic year. I designed and lead university-wide and department-specific pedagogy workshops. I also assisted in planning and facilitating the University of Iowa's New T.A. Orientation. At the close of the year, I completed a capstone pedagogy project on teaching Shakespeare to undergraduate students through elocution manuals and recitation activities.
University of Iowa Rhetoric Department Professional Development Program, Co-Leader (Fall 2015) I co-facilitated weekly meetings on pedagogy and the University of Iowa Rhetoric 1030 curriculum for incoming instructors. I also mentored new Rhetoric instructors in the creation of course materials, including syllabi, major assignments, and daily lesson plans.
Student Body: 10 incoming Rhetoric graduate instructors, mostly from the University of Iowa's English department and the Iowa Writers' Workshop.
College Possible, Junior Coach (2012-2013) I designed and taught after-school courses in ACT instruction and college access and preparation for low-income high-school juniors students in Minneapolis, Minnesota in a full-time, yearly position as an AmeriCorps volunteer.
Student Body: low-income high school juniors (qualify for free or reduced price lunch), approximately 20% English Language Learners.
Responsibilities: Create and implement lessons in math, reading, science, and English language skills as a licensed Kaplan ACT preparation instructor; design and implement curriculum instructing students in writing personal statements, resumes, special circumstance letters, scholarship applications, etc; mentor students in their pursuit of college admission and success.
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