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Since Fall 2013 I have served in a variety of teaching capacities and serving students across many levels and formats. These have included the following, from most recent:
Assistant Professor (for Master's, EdD, and PhD Students | "Politics and History of Higher Education" [in-person]) - Fall 2024 onward
Assistant Professor (for EdD and Master's students | "Qualitative Reasoning I," "Survey and Significance of the Community College," "Trends in Community Colleges," "Diversity and Inclusion in Community Colleges," "Teaching and Learning in Higher Education" | online/hybrid, synchronous/asynchronous courses) - Fall 2022 - Summer 2024
Instructor (for EdD students | "Program Evaluation" | online, synchronous course | University of Dayton) - Spring 2022
Co-Instructor (for EdD students | "Introduction to Qualitative Research" online, synchronous/hybrid course | NC State University) - Fall 2021
Module Designer/Presenter (for graduate students | "Introduction to Qualitative Research" online course | Edgewood College) - Fall 2020
Instructor (for freshmen | "Wisconsin Experience Seminar" |Â University of Wisconsin-Madison) - Fall 2019
Teaching Assistant (for graduate students | "The American Community College" | University of Wisconsin-Madison) - Fall 2018
Workshop Facilitator (for graduate students, postdocs, staff | Delta Program at University of Wisconsin-Madison) - 2018-2019
Guest Lecturer (for undergraduate and graduate students | University of Wisconsin-Madison; Edgewood College; Iowa State University) - 2017-2020
Co-Instructor (for graduate students, postdocs, staff | "Inclusive Teaching" online, synchronous course | CIRTL) - Fall 2017
Instructor (for high-schoolers | "Psychology of Learning | Wisconsin Center for Academically-Talented Youth) - Summer 2017
Writing Tutor (for undergraduate and graduate students | Writing Center at Arizona State University) - 2014-2015
Teaching Assistant (for undergraduate students | "Introduction to Statistics," "Learning and Motivation" | Arizona State University) - 2013-2014
My teaching philosophy emphasizes accounting for each student's unique needs, engaging them in relevant and illuminating content, and providing open channels for formative feedback.
Here I explain the Teaching-as-Research (TAR) project I engaged in through the Delta program at University of Wisconsin-Madison.
Here I illustrate some examples of materials and activities I have crafted for various courses I have taught. Alongside are reflections of how I made sense of my role as an educator in this space, identified strengths, and determined areas for future improvement.
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