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Teaching


Courses I am teaching currently and have taught in the past.

Modernism in Crisis

Bucknell University, Spring 2020

Graduate Writing Lab Consultant

University of Virginia, School of Engineering and Applied Sciences, Aug. 2017 - April 2019

Served as a writing consultant for graduate students in the School of Engineering and Applied Sciences at the University of Virginia.

Responsibilities
Organized workshops in writing software, reference management, and best writing practices.
Led graduate student peer review groups.
Held one-on-one consultations with graduate students.

TESOL Instructor

Apollo Education and Training, May 2017 - July 2017

Taught advanced English courses for Vietnamese students wishing to study abroad for college. Apollo is the only International House World Organization (IHWO) recognized CELTA trainer in Vietnam. IHWO is a global network of language schools that are committed to “excellence in language teaching and teacher training.”

Courses Taught
IELTS & College Preparation (1 section)
ESL: Advanced Language and Reading (1 section)

Certifications
Certificate in TESOL, XploreAsia, May 2017

History of European Literature II

University of Virginia, English Department, Jan. 2017 - May 2017

Served as a Teaching Assistant for a survey course for lower-level undergrads, cross-listed in English and Comparative Literature departments (2 sections).

Course Description
This course surveys European literature from the seventeenth century to the present. As a course in literary history, it seeks to develop an understanding of period concepts, as well as concepts of genre (including the novel, Romantic lyric, and modern drama) and concepts of literary modes, such as realism and the Gothic. Readings, sometimes in the form of selections, include: Moliere’s Tartuffe, Defoe’s Robinson Crusoe, Madame De Lafayette’s The Princess of Cleves, Goethe’s Faust (Part One), Diderot’s Rameau’s Nephew, Hoffmann’s Tales of Hoffmann, Flaubert’s Madame Bovary, Dostoyevsky’s Notes from the Underground, Beckett’s Waiting for Godot, and poems and short stories from Blake, Wordsworth, Eliot, Kafka, Cavafy, Rilke and Calvino.

History of European Literature I

University of Virginia, English Department, Aug. 2016 - Dec. 2016

Served as a Teaching Assistant for a survey course for lower-level undergrads, cross-listed in English and Comparative Literature departments (2 sections).

Course Description
This course surveys European literature from its origins in Ancient Greece and Rome into the European Renaissance. As a course in literary history, it seeks to develop in students an understanding of period concepts, such as Republican Rome, Medieval and Renaissance, as well as concepts of genre, such as epic, tragedy, and comedy. Readings, sometimes in the form of selections, include: Homer’s Iliad and Odyssey, Euripides’ Bacchae, Virgil’s Aeneid, the Inferno from Dante’s Divine Comedy, several of Montaigne’s Essays, Shakespeare’s Twelfth Night, Cervantes’ Don Quixote, and poems by various poets.

(Post)Digital Writing

University of Virginia, English Department, Jan. 2016 - May 2016

Taught an Expository writing course for lower-level undergrads, Spring 2016 (1 section).

Course Description
In 2008, Roy Ascott provocatively asserted: “the digital moment has passed.” New innovations in the arts are now being labeled “postdigital,” a term that signals the “humanization” of technologies, or the fusion across digital and pre-digital platforms to allow for the integration of the human actor or participant. Indeed, English musician and composer Jem Finer has defined the “postdigital” as “a return to a tactile relationship with ideas and materials informed by over 30 years of working with computers. A practice that seeks to transcend mediation via a screen and locate itself in the physical world, rather than at one stage removed, through digital representation.” In other words, whereas the digital is concerned with hyperreal and virtual scenarios, the postdigital engages digital technologies in the service of concerns facing the real world, including issues related to the environment, social inequity, privacy, and information control. Our critical inquiry will thus engage with concerns central to postdigital media, taking shape around these questions: In what ways has our thinking changed as a result of digital media? How, in turn, have digital technologies altered both our environment and our methods of and abilities to communicate with one another? As user-participants of new media texts, in what ways are we implicated in stories that use new media technologies? Likewise, how should we read and interpret new media, including films, comic books, and “twitter” fiction? What are the specific formal methods that various kinds of technologies employ in order to communicate content, and how do stories change as they are adapted across media platforms? We will explore these questions through the three units around which this course has been structured: Unit 1: Digital Changes: Restructuring Thought Unit 2: New Forms and Modes: Interpreting Media Unit 3: Translations: Storytelling across Media Each of these units will culminate in a substantial writing project.

Manifestations of Madness

University of Virginia, English Department, Aug. 2015 - Dec. 2015

Taught an expository writing course for lower-level undergrads, Fall 2015 (1 section).

Course Description
In his magnum opus, The Man Without Qualities, Robert Musil writes: “The difference between a normal person and an insane one is precisely that the normal person has all the diseases of the mind, while the madman has only one.” Sanity and insanity, normalcy and madness, reality and fiction: Modern psychology has suggested that these divisions are constructed, dependent upon the stories that we tell and the rationalizations that we make. Our critical inquiry will thus take shape around these questions: Is there a normative way of seeing reality? To what extent is “the real” a narrative fiction? What are the historical and cultural valences surrounding the concept of madness, and how have these valences shaped the ways that we understand both our own positions and that of others within the world? In what ways have we represented aberrant or “transgressive” thinking in art, both verbal and visual? Are such transgressions merely the product of a historical moment, or are they rather attempts to reveal some elemental truth about the society in which we live? We will explore these questions through three units around which this course has been structured: Unit 1: Troubling the Divisions: Normalcy vs. Madness Unit 2: Questioning the Definitions: Histories and Cultures of Madness Unit 3: Representing the Mind: The Art of Madness Each of these units will culminate in a substantial writing project.

Breakthrough Collaborative

St. John's School, Writing Department, June 2011 - Aug. 2012

Taught for the Breakthrough Collaborative initiative during the summers of 2011 and 2012. Breakthrough Collaborative strives to “increase academic opportunity for highly motivated, underserved students and get them into college ready to succeed.”

Courses Taught
9th grade writing, Summer 2012 (2 sections)
7th grade writing, Summer 2011 (2 sections)
Poetry and Creative Writing, Summer 2011 and 2012

Academic Appointments
Head of writing department, Summer 2012
Responsibilities included designing and approving syllabi for the writing department, leading weekly department meetings, and grading assignments.

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