teaching responsibilities ASSISTANT PROFESSOR OF ENGLISH, CENTRAL COLLEGE
I have served as the sole instructor responsible for course design and implementation of each of the following courses offered by Central College's English department.
As the instructor of these courses, I design syllabi and select appropriate texts and supplemental readings, obtain course approval, develop daily lesson plans, design course assignments, assess student work, provide extensive written feedback, manage a course website through Blackboard, collaborate with other instructors and disciplines, and build in opportunities to both receive student feedback and implement necessary changes.
Advanced Studies in British Literature These courses offer advanced study in British literature, intended for upper-level English majors. In these courses, we study "British literature" conceived broadly, beyond the middle classes of the English metropole, reading texts composed throughout the empire and across social strata. These courses include a major 10-15 page research paper on a topic of a student's choosing.
Course Taught: "Lit Out Loud: Speaking and Hearing Literature, 1800-1900" (Fall 2019)
Student Demographics: 10-15 students, third to fourth years, mostly majors
Assignments: Picking a Lens Paper, Critical Research Paper, Re/Citation Triptych
Intermediate Studies in World Literature These courses offer intermediate study in world literature or in a region outside of the US or Britain, intended for sophomores, juniors, and seniors from various departments.
Course Taught: "Unsettling Empire: Decolonization and Caribbean Literature" (Spring 2020)
Student Demographics: 15-20 students, second to fourth years, majors and non-majors
Assignments: Problem-Resolution Paper, Footnote Assignment, Current Event Research Paper
Intermediate and Advanced Writing These courses offer intermediate to advanced study in writing and composition. They are intended for second to fourth years from various departments and satisfy Central College's "Writing Intensive" general education requirement.
Course Taught: "Writing for Non-Profits: Service and Service-Learning in Context" (Spring 2020)
15-20 students, second to fourth years, majors and non-majors
Academic Writing: My Concept of Service, The Community and the Individual
Practical Writing: Professional Email, Grant Proposal, Communications Portfolio
Service-Learning Projects: Each student is paired with a community partner for whom they spend 20 hours completing one or more writing projects over the course of the semester.
Introductory Literary Studies These courses offer an introduction to literary study, intended for first years and sophomores who are either interested in the English major or interested in taking a literature course.
Course Taught: "The Literary Imagination: On Mystery" (Fall 2019, Spring 2020)
Student Demographics: 20 students, first and second years, mostly non-majors
Assignments: Essay 1: Supporting an Argument, Essay 2: Crafting an Argument, Essay 3: Incorporating Theory, Essay 4: Synthesis
GRADUATE STUDENT INSTRUCTOR, UNIVERSITY OF IOWA
I 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 selected appropriate texts and supplemental readings, developed daily lesson plans, designed course materials, assessed student work, gave extensive written feedback, managed a course website through Iowa Courses Online, collaborated with and mentor other instructors, and built in opportunities to both receive student feedback and implement necessary changes. The Interpretation of Literature (Fall 2016, Spring 2017) I designed and taught 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:20-25 students, generally first years 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
Rhetoric (Fall 2014, Spring 2015, Fall 2015, Spring 2016) 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 first years 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 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 Introduction to the English Major: Theory and Practice (Fall 2013, Spring 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 15-20 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 First Year Writing (Fall 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 5-6 students in a class of 20-25 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 Frank Business Communications Center, Graduate Writing Fellow (Fall 2014-Spring 2018) 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.
Rhetoric Writing Center, Graduate Writing Tutor (Fall 2015-Spring 2017) 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
St. Olaf College The Writing Place, Writing Tutor (Fall 2011-Spring 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 Iowa's four graduate teaching fellows during the program's inaugural 2016-2017 academic year. I designed and led 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 (Fall 2012-Spring 2013) I designed and taught after-school courses in ACT instruction and college access and preparation for low-income high-school junior 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.