I have been teaching in the English Department at Carnegie Mellon University since Fall 2011. I have experience teaching first-year writing, first year writing for multilingual students, an upper-level rhetoric course, and professional writing. For most of these courses, I designed or significantly revised the course syllabus. For instance, the first-year writing program I teach has a set series of assignments and common objectives across the curriculum, but I was able to design daily practice assignments, select readings, and structure the day-to-day lessons as appropriate for my students while conforming to program curriculum requirements. Topics I have taught in first-year writing include: 

  • Public Remembering
  • Etiquette and Social Interaction in the 21st Century
  • Language and Identity
  • Participatory Media
  • Marketing and Brands
  • Food Movements in the US

Courses Taught

Writing in the Professions
Upper-level professional writing course for students in STEM disciplines

Language and Culture
Upper-level rhetoric course exploring language theory from a cultural context

Reading and Writing in an Academic Context
First-year writing for multilingual students

Interpretation and Argument
First-year writing course for all undergraduate majors

Administrative Experience

Assistant Director to First-Year Writing
In the Fall of 2014, I also served as the Interim Assistant Director to First-Year writing. In this role, I helped train and support first-time instructors teaching "Interpretation and Argument," a first-year writing course taught by all incoming English PhD students at Carnegie Mellon.  

Senior Graduate Teaching Fellow
In addition to department teaching and research, I have worked as a Graduate Teaching Fellow at the Eberly Center for Teaching Excellence and Educational Innovation. In this role I have worked with graduate student instructors and TAs in a variety of disciplines, helping them develop their teaching practices. In 2014 I was promoted to Senior Graduate Teaching Fellow. Along with co-facilitating evidence-based seminars on teaching and learning, I also began assisting in the training of new Graduate Teaching Fellows at the center.

Teaching Development

Eberly Center Future Faculty Program
Completed in 2015, the Future Faculty Program documents teaching development. Requirements for completion include:

  • attending 8 seminars on developing effective teaching and learning practices
  • receive feedback through 2 teaching observations
  • complete a course and syllabus design project
  • draft and revise a statement of teaching philosophy