I have been an educator both inside and outside of higher education for over a decade. Teaching is a central passion of mine, thoroughly connected to my research and writing. I have taught across numerous curricula and contexts, and I have found each experience valuable for different reasons.
My approach to teaching rests on two primary assumptions: that the teacher who teaches best knows when to teach least, and that the higher-order educational goals of a liberal arts education requires connection to multiple texts and conversations both within and outside the classroom. This pedagogy draws from my long-standing commitment to intersectional and interdisciplinary approaches in my research and writing. It requires humility and openness to students' textual background in order to encourage the critical processes of inquiry and discovery across diverse engagements. Over my ten years of teaching in higher education, I have come to find that this connective approach to the classroom provides a critical communal sense, buoyed by a relational openness between student and teacher. As such, it is critical to know when to lead and when to pull back and allow students’ interests to provide direction to the inquiry process.
As an educator with over a decade's worth of experience, I have had the privilege of teaching at a diverse range of institutions to a diverse range of students. These institutions include a community college, small private colleges, and a top-tier research institution. In addition, I worked for three summers programming and supervising an outdoors environmental education and conservation group called the Holyoke Youth Conservation Corps. Across all of my experiences as an educator, I have always combined directed inquiry, communication among my students, and my own earnest curiosity about my subjects.
I have taught a wide range of courses. In the spring of 2019, I will offer two courses, “Internal Migrations: Similarity and Difference in the American Character” and “American Studies Methodologies and Theory" at Tufts University. Last semester at Tufts I offered two courses: Ethnicity, Literature, and the Nation in the 21st Century" and "Native Speculative Fiction & Transnational Tribal Culture.” In AY17-18, I taught a cultural history course entitled "American Speculative Fiction: Technology, Science Fiction, and American History" at Western New England University while also offering sections of the UMass Writing Program's award-winning College Writing 112. In the preceding years, I have taught a variety of courses ranging from literary analysis, American ethnic literature, and visual rhetoric as well as online courses in writing and literature. I have also won two consecutive teaching awards from the Residential First-Year Experience programs, recognizing my contributions to our first-year students in the writing classroom at UMass.
For more information about my teaching philosophy or courses, please contact me to request a CV and/or teaching statement.