I view teaching as a continuum with scholarship: teaching galvanizes my writing, and my research informs my teaching. In all my courses, I pair visual and verbal media, equipping students to close read their own media landscapes. My commitment to engaging students through multiple media stems from my experiences teaching in diverse contexts: I have taught high school literature, creative writing workshops for English language learners, discussion sections on sociology and sustainability, first-year composition, upper-level literature, and even graduate-level pedagogy. My teaching has been recognized at Cornell by the Martin Sampson Teaching Award and the Shin Yong-Jin Fellowship for excellence in teaching and scholarship.
Before entering graduate school, I worked for three years at a classical high school teaching courses on subjects from ancient rhetoric and eighteenth-century satire to the contemporary novel. As the founding faculty member and co-director of a schoolwide “house” system, I mentored student leaders and planned five annual competitions, including creative writing and visual arts contests designed to bring the humanities into the public sphere. Much of my service work at Cornell centers on teaching mentorship: I have trained new instructors, led a workshop on crafting creative assignments, and created a collaborative space to share teaching materials. On this page I've included descriptions of my teaching experiences, access to one of my class blogs, as well as content from my pedagogy presentations.
“The Mystery in the Story,” Fall 2017, Spring 2018
Course explored the tropes, conventions, narrative structures of mystery from Sophocles to Ishiguro. Assignments aimed to demystify academic writing and develop students’ unique voices.
Upper School Literature and Rhetoric Teacher, Ad Fontes Academy, Centreville, VA, 2011 – 2014
Designed and implemented curricula emphasizing analytical writing and discussion-based classes at a classical school. Typically taught 5–6 unique preps each semester.
Courses designed and taught:
19th and 20th Century Literature, 7th grade (2011 – 2014)
Ancient Literature, 8th grade (2012–2014)
European Literature, 10th grade (2011 – 2014)
American Literature, 11th grade (2011 – 2014)
Great Books, 12th grade (2011 – 2014)
Creative Writing Elective (2013 – 2014)
Rhetoric I, 11th grade (2011 –2013)
Introduction to Epic Poetry for Entering Students (Summer 2013)
Writing Instructor, Four Star Camps, Charlottesville, VA, Summer 2016
Designed and taught Academic Writing, Public Speaking, and Critical Reading courses for college-prep program.
Creative Writing Instructor, Learning Support Ministry, Centreville, VA, Summer 2014
Designed and led creative writing workshop for English language learners.
ENG 2080: “Shakespeare in the 20 and 21st Centuries,” Professor Stuart Davis, Spring 2019
The University of Virginia
SOC 1010: “Intro to Sociology,” Professor Paul Kingston, 3 sections, Spring 2015
ARCH 2050: “Global Sustainability,” Professor Carla Jones, 1 section, Fall 2014
Teaching Mentorship with Caroline Levine, Department of English, Cornell University, Spring 2020
Gave a guest lecture on “The (In)Hospitality of Tourism in Jamaica Kincaid’s A Small Place” for 2000-level course, “The Idea of Hospitality.” Designed and managed asynchronous discussion boards for over 100 students during the COVID19 pandemic.
Writing Center Intern, Cornell Knight Institute for Writing in the Disciplines, Summer 2017
Writing Center Tutor, The University of Virginia, 2014 – 2016
Training Teachers: Pedagogy Presentations and Workshops
Writing 7100: “Teaching Writing,” Co-facilitator: Jessica Sands, The Knight Institute for Writing in the Disciplines, Cornell University, Summer 2019
Intensive course preparing graduate students to teach First-Year Writing courses. Led discussions and provided individualized feedback on course syllabi, assignment sequences, and activities.
“Teaching and Assessing Non-Traditional and Creative Assignments in First-Year Writing
Seminars,” Planned and co-led public workshop with Bojan Srbinovski for graduate instructors and faculty hosted by the Knight Institute for Writing in the Disciplines, Cornell University, July 2019.
“Teaching World Literature,” invited guest on the Circulating Spaces Podcast: Literary
and Language Worlds in a Global Age, Public Humanities Lab at the Institute for the Humanities and Global Cultures, University of Virginia, November 2017.
“Dismantling the Five-Paragraph Essay,” Ad Fontes Academy Faculty Training,
Centreville, VA, August 2013.
Teaching and Learning in the Diverse Classroom, Cornell Center for Teaching Innovation, Summer 2020
Completed course on evidence-based learning strategies for designing inclusive courses, supporting diverse student engagement, and facilitating discussions on difficult topics.
Peer Collaboration, The Knight Institute, Cornell University, Spring 2018
Completed a semester-long collaboration with an upper-level graduate student: observed one another teach, exchanged teaching materials, discussed instruction and assignment sequencing.
Teaching Writing Course, The Knight Institute, Cornell University, Summer 2017
Course on pedagogical theory and practice for new first-year writing seminar instructors.
Harkness Method Workshop, Exeter Humanities Institute, August 2013
Attended a workshop with Ralph Sneeden training teachers to orient their classroom around student-driven discussion, including methods of encouraging and assessing student participation.
“Dramedy from Ancient Greece to NBC,” Fall 2018
Considered how genre-bending plays, novels, films, and TV shows walk the line between drama and comedy. Who gets to laugh and at whom? How do texts adapt or parody other genres? What is the role of race and gender in comedy? Students write public-facing blog posts, essays, reviews, and creative pieces.
Visit or preview the class blog here:
Instructor of Record
First-Year Writing Seminar Instructor, Cornell University, Ithaca, NY, 2017 – Present
“Documentary, Now?,” Spring 2021 (virtual)
Designed with generous support from the Shin Yong-Jin Fellowship.
Course tracks the 21st century surge in documentary. We discuss why documentary resonates with our moment and ask: what is the relationship between propaganda and data? What counts as evidence? Whose voices are heard and whose are silenced? Students craft arguments, gather oral histories, write film reviews for our class blog, and ultimately create their own documentary poem, essay, podcast, or film.
Visit or preview the class blog here: