Welcome (and CV)‎ > ‎

Currently Teaching...

Currently, I teach three different courses at East Carolina. Learning, Motivation, and Assessment, Intro to Human Diversity, and Foundations of American Education. 

  • Learning, Motivation, and Assessment (EDUC4400): This is a class for Teacher Education Candidates in their Senior year. It is coupled with their Practicum, where they observe and assist a teacher in a classroom for the duration of a semester. The course is designed as a capstone that reviews concepts regarding theories of learning and cognition, motivation, and assessment (and its importance to learning and motivation). 

    Intro to Learning, Motivation, and Assessment

 Here is a copy of the recent syllabus for the course. 
The way I teach this course relies heavily on students doing projects . Among other things, students engage in three three-week projects of their own choosing/design around the topics of learning,                 motivation and assessment. Here is a short video (given to my online section) describing the overall                         layout of the course.


  • Introduction to Human Diversity (EDUC3002): In this class, students learn about different kinds of human diversity and how diversity impacts learning environments. We discuss neurodiversity, diversity of sex, gender, and sexuality, racial diversity, socioeconomic diversity, and other topics. 
One activity I use in several of my classes to good effect is an Interactive Journal assignment. This asks     students to write informally (connections they are making, agreements or disagreements)  about some aspect of the content several times through the semester, and I will write back. From there, students can continue the discussion on the same topic, or move to another topic. Very fun to read and grade! 

  • Foundations of American Education (EDUC3200): In this class, students learn a bit about the history, philosophy, sociology,  and politics of American education. The class structure is HIGHLY Socratic, meaning that the majority of class time is spent having small and large group discussions about texts that we read. I am not teaching (by way of direct instruction) as much as guiding and participating in discussions. 
This class (and increasingly, the courses above) utilize Socratic seminar quite a bit, and more specifically, the concept of Socratic Circles. In these discussions, students come in having read the reading for the day, and discuss the readings in groups. I divide the class in half; the "inner circle" group discusses the reading for a set amount of time. The "outer circle" evaluates the inner circle's discussion and debriefs on their findings once the "inner circle" discussion is done. Once completed, the circles switch places (the "inner" becoming the "outer," and vice versa) and the second round begins.