Teaching Experience

Fall 2013 to the present

Literature Courses

Literature 328: US Ethnic Literatures

I typically teach this course as a comparative ethnic literatures course, organizing it thematically in order to help students think critically about the social, historical, political, and aesthetic (dis)connections across racial lines. I have offered this class as: Haunted Novels, Science Fiction, and Native American Literatures.

Literature 364: Postcolonial Literature

I teach this course in a variety of ways. I have organized it geographically as a global indigenous studies course called “Literatures of Oceania” and have also organized it thematically as a comparative studies course called “Magical Realism and Postcolonial Novels.” Either way, the focus of the course remains, in part, to introduce students to the concept of postcoloniality and to facilitate critical thinking around issues of power, oppression, and social justice.

Literature 346: Readings in Gender and Sexuality

I teach this course as Queer of Color Literature and Theory. As such, I incorporate novels, short stories, poems, and creative nonfiction by queer-identified authors of color in the United States and its territories. Beginning with a solid foundation of Queer of Color literary theory, the course explores such issues as disidentification and mestizaje across racial and regional lines. 

Literature 324: American Literature

This course, required for all English majors, spans over 500 years. I strive to incorporate a diverse array of voices by authors of all genders, races, ethnicities, sexualities, classes, and religious backgrounds in order to avoid a survey of “dead white guys” and present students with a holistic vision of the body of work often referred to as “American Literature.”


Composition Courses

Language 120: Foundations for Academic Success

I teach 1-2 sections of this course each semester, and each year I design a unique course theme to center the course around. In this introductory writing course, students are introduced to strategies, techniques, and workshops intended to improve their academic writing and research skills. Given the changing standards of academic writing, I assigned the following assignments: Personal Narrative, Rhetorical Analysis, Annotated Bibliography, Research Paper, and Final Presentation. For the final presentation I talk to students about how to use digital presentation software effectively and professionally, using resources such as You Suck At PowerPoint to aid them. I have offered this course as: Monsters & Monstrosity, and Happiness.


Other Courses

ETHN 100: Introduction to US Ethnic Studies

This course is required for all US Ethnic Studies minors and is intended to provide a broad historical, social, and theoretical introduction to the field of comparative US Ethnic Studies.

LSIC 179: Liberal Studies Introductory Colloquium

This course is part of a university-wide liberal studies program all students are required to participate in. As the introductory course, LSIC 179 is intended to introduce incoming students to a liberal studies education through an interdisciplinary curriculum. This particular section was part of the SOAR (Spring Opportunities for Academic Success) program — a program designed to help “at-risk” students succeed in the university environment.

WGSS 100: Introduction to Women, Gender, and Sexuality Studies (spring 2015)

This course is the required introductory course for the Women, Gender, and Sexuality Studies program. It is intended to introduce students to scholarship such as (but not limited to) queer theory, feminist theory, and other theories about gender, sexuality, and power dynamics.


Fall 2009 to Spring 2013

Literature Courses

English 291: American Literature, 1865-Present

I taught this survey course three times, creating a syllabus that deviates from the conventional chronological order to organize the material into four thematic units: Form, Immigration & Assimilation, Race & Gender, and War & Its Aftermath. Each of these units is chronological within itself.

English 261: Introduction to Fiction

This class was intended to introduce students to the basic elements of fiction, including (but not limited to) plot, character, and setting. I introduced students to these elements, as well as Modernism and Postmodernism, graphic narrative, and a wide variety of literary devices.

English 2263: Introduction to Poetry

This class was intended to introduce students to the basic elements of poetry, including (but not limited to) meter, rhyme scheme, poetic forms, and poetic movements. I laid the foundation of poetic form early in the semester, then built upon that to introduce students to increasingly complex and eventually experimental forms of contemporary poetry.

English 263: Introduction to Film

I taught this course two times, each time organizing it around the theme of auteurship. This class was intended to introduce students to the basic elements of film and cinematography, including editing techniques, formal characteristics, types of shots, and more. I laid the foundation of cinematic language early in the quarter, then built upon that by screening different types of films (contemporary musical, Western, Postmodern, etc.) each week.

Composition Courses

English 110.01: First-Year Composition

I taught this course four times, and each time I designed a unique course theme to center the course around. In this introductory writing course, students were introduced to strategies, techniques, and workshops intended to improve their academic writing and research skills. They were also required to think about audience, and in order to address this aspect of writing, I created a class blog each quarter for students to post and respond to. (To view one of the class blogs, click here.)

English 367.02: Second-Year Composition: The American Experience in Literature

I taught this course two times, and both times I focused on (1) the writing process, and (2) the role of literature/art in everyday life. This course is intended to build upon the skill set developed in English 110, with special emphasis on revision.

Professional Development & Other Teaching Experience

Inquiry-ARC (UNC Asheville)

I received valuable training on how to facilitate critical thinking in the classroom through my participation in the Inquiry-ARC (Inquiry, Application, Reflection, and Communication) program. I use many aspects of Inquiry-ARC in my classroom, both officially and unofficially, in order to raise the bar on the kinds and quality of discussions in my classroom.

Diversity Professional Development Training (UNC Asheville)

This was a two-day training and workshop that dealt with issues around how to create a safe environment (in and out of the classroom) for faculty, staff, and students. We practiced strategies for engaging in meaningful conversations and resolving conflicts. Emphasis was placed on conscious and unconscious biases, sensitivity to a variety of diverse populations (racially, sexually, socioeconomically, religiously, etc.), and personal development around diversity.

English 903: Teaching College English (The Ohio State University)

This was a two-part course that I took as part of my PhD coursework. During the first quarter, I shadowed a faculty mentor teacher as he taught an upper-division literature course. We met regularly to discuss our goals for the class, and to reflect on the students’ progress as well as our own thoughts on the course. During the second quarter, my faculty mentor observed me as I taught a lower-division literature course, and provided me with feedback.

M.Ed. & SST (CA)

I earned my M.Ed. and single subject teaching credential with CLAD (Crosscultural, Language, and Academic Development) certification (California Commission on Teacher Credentialing) from the University of California, Santa Barbara in 2004. I taught English at the high school level for four years (2004-2008), teaching all four grade levels, honors courses, college preparatory courses, and a Drama Production class.

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