Secondary/ELA Education: My professional career began in secondary education. I taught grades 10-12 English for three years in Nebraska, offering classes in advanced literature and business writing in addition to the standard grade-level English courses.
Teaching Multilingual Learners and First-Generation College Students: I spent one year with the JET Programme in Japan co-teaching grades 10-12 English as a Foreign Language and tutoring students for college entrance exams in English. After returning to the US, I began my master's degree at Angelo State University, a small state university in West Texas with a high population of multilingual and first-generation college students. While at ASU, I taught first-year composition with a focus on accessibility and inclusivity: the course familiarized students with the writing genres, academic vocabulary, and argument structure that would help them succeed throughout their college career.
Teaching Across Genres and Modalities: At Indiana University, Bloomington, I have taught first-year writing, professional writing, and introductory literature courses. My most recent course, "Introduction to Poetry," was fully self-designed, and my professional writing and first-year composition courses included self-designed assignments, activities, and assessments. I have taught in-person, hybrid, and online-synchronous courses, and I use a variety of digital tools (Canvas/Blackboard, Padlet, Google suite, Hypothesis, etc.) to support student learning.
Pedagogy Research and Community Building: In addition to my own pedagogy research, I served as a website administrator for Angelo State University's First-Year Composition Program and as a research intern for IU's Mosaic Initiative. At ASU, my primary project was developing a comprehensive resource page for writing assessment, covering topics such as labor-based grading, anti-racist writing assessment, assessing second-language learners, creating rubrics, and giving useful student feedback. With Mosaic, my projects included compiling a review of literature on classroom accessibility and developing faculty resources for implementing high-impact practices (HIPs) in hybrid classrooms. I am also deeply invested in cultivating a community of teachers: I served one year as chair of the Pedagogy and Composition committee for English graduate students, I have mentored several graduate instructors in teaching professional writing, and I have collaborated with fellow teachers to organize and facilitate several departmental workshops and panels on pedagogy.
Teaching Multilingual Learners and First-Generation College Students: I spent one year with the JET Programme in Japan co-teaching grades 10-12 English as a Foreign Language and tutoring students for college entrance exams in English. After returning to the US, I began my master's degree at Angelo State University, a small state university in West Texas with a high population of multilingual and first-generation college students. While at ASU, I taught first-year composition with a focus on accessibility and inclusivity: the course familiarized students with the writing genres, academic vocabulary, and argument structure that would help them succeed throughout their college career.
Teaching Across Genres and Modalities: At Indiana University, Bloomington, I have taught first-year writing, professional writing, and introductory literature courses. My most recent course, "Introduction to Poetry," was fully self-designed, and my professional writing and first-year composition courses included self-designed assignments, activities, and assessments. I have taught in-person, hybrid, and online-synchronous courses, and I use a variety of digital tools (Canvas/Blackboard, Padlet, Google suite, Hypothesis, etc.) to support student learning.
Pedagogy Research and Community Building: In addition to my own pedagogy research, I served as a website administrator for Angelo State University's First-Year Composition Program and as a research intern for IU's Mosaic Initiative. At ASU, my primary project was developing a comprehensive resource page for writing assessment, covering topics such as labor-based grading, anti-racist writing assessment, assessing second-language learners, creating rubrics, and giving useful student feedback. With Mosaic, my projects included compiling a review of literature on classroom accessibility and developing faculty resources for implementing high-impact practices (HIPs) in hybrid classrooms. I am also deeply invested in cultivating a community of teachers: I served one year as chair of the Pedagogy and Composition committee for English graduate students, I have mentored several graduate instructors in teaching professional writing, and I have collaborated with fellow teachers to organize and facilitate several departmental workshops and panels on pedagogy.
Courses Taught
Instructor of Record: Indiana University, Bloomington
ENG-L 205, “Poetry in Crisis”: Intensive Writing and Introduction to Literature (three sections, 2025-2026)
“In the end we go to poetry for one reason, so that we might more fully inhabit our lives and the world in which we live them, and that if we more fully inhabit these things, we might be less apt to destroy both.” ~ Christian Wiman
This course begins with the audacious premise that poetry matters in times of crisis. From the personal to the planetary, crisis has always served as an origin point for poetry. Throughout the semester, we will interrogate why, how, and to what end poetry engages with disaster, emergency, tragedy, and tipping points of various kinds. We will begin by acquiring a working knowledge of poetic forms and devices, studying how poets play with language and form to create meaning and elicit affective responses from readers. Using these analytical tools, we will go on to study a variety of poems from across time and around the world, examining the role of poetry in representing and navigating crises. View course syllabus and schedule here.
ENG-W 231, “Professional Writing Skills”: Professional and Technical Writing (three sections, 2023-2024)
In this course, we will gain experience in planning, drafting, and revising common forms of professional writing. To meet this goal, we will learn the formats and conventions of genres that circulate within most organized communication environments: email, memos, letters, proposals, analytical reports, and so on. In addition, and more ambitiously, we will work to develop our awareness of how these genres are rhetorical—that is, we will study them as texts that aim to persuade specific readers toward certain beliefs and actions. Overall, our work this semester will better prepare you for success in any language-intensive profession. View schedule here.
ENG-W131, “Reading, Writing, and Inquiry: Analytical Writing”: First-Year Composition (eight sections, 2020-2023; online, hybrid, and in-person)
In this course, we will be developing skills of analytical thinking, reading, and writing that are key to your success as a university student. To meet that goal, we will examine essays, films, music videos, and a range of other cultural objects. In addition to drawing on our own personal experience, we will also consider the perspectives and concepts that other writers bring to the ideas we will discuss. Through conscientious and dedicated work this semester, we will find ourselves well prepared to participate in the forms of inquiry and expression that define academic discourse.
Instructor of Record: Angelo State University
ENG-L 1301, English Composition: First-Year Composition (three sections, 2019-2020)
Through a study of discourse communities and an emphasis on the writing process, this course prepares students to analyze and discuss selected readings and equips students to produce effective essays across a range of genres.