University of Connecticut

First-Year Writing Instructor

* Teach English 1003 and English 1004 as part of the First-Year Writing Program, courses designed to guide students in developing their writing practices and participate in critical conversations. English 1003 is specifically geared towards international students.
* Develop and implement curricula that is inquiry and project-based, and uses multi-modal writing, including audio/visual components.
* Collaborate with local community members for place-based learning activities at both Storrs and Hartford UConn campuses.
* Prepared the budget for the 2019 Conference on the Teaching of Writing in Hartford, CT as part of the Conference Planning Committee
* Participate in professional development and collaborate with colleagues.
* Assess student progress and provide timely and detailed feedback.

Capital Community College

Adjunct Instructor of English

• Teach Developmental English and credit-level English courses, as independent courses and in collaboration with other instructors in learning communities, in traditional classroom set-ups and in learning labs.
• Collaborate with instructors in the Humanities and Mathematics departments to create and teach interdisciplinary courses using the theme of Hartford Heritage. This pilot course includes community partnerships, field trips, and exploration of the city.
• Assist with the College Writing Program, providing support and delivering workshops to improve the instruction of writing across the curriculum
• Develop and implement learner-centered lessons that use differentiated instruction and place-based learning.
• Lead workshops to teach instructors and students about the Writing Process through the College Writing Program.
• Advise students, and assess performance and progress.
• Served on a committee that is restructuring the Developmental English curricula in accordance with PA 12-40, and taught pilot courses whose curriculum is now taught across the college.
• Tutor incoming freshmen in the Center for Academic Transitions program, an initiative to prepare students with low Accuplacer scores for the rigors of college-level writing.
• Wrote a proposal for a Theater Arts Degree program which was approved by the Board of Regents, and will begin operation in Spring 2017

Capital Community College's Division of Continuing Education

Trainer

• Teach Business Writing and Business Communication to international trainees from various companies and state agencies, with a focus on cross-cultural communication.
• Create original curricula based upon feedback and assessment of trainees and students.
• Assess student performance and progress.

Bay Path University

Adjunct Instructor of English

* Taught a variety of English courses, both online and on-ground, including ENG 134: Literary Genres, a course focusing on Fiction, Drama, Poetry and Creative Non-Fiction, and ENG 114: Critical Reading and Response, a theme-based writing intensive course aimed at elevating rhetorical and composition skills at the college level.
* Taught Research and Writing in the Disciplines for the Adult Learner program, a course using a flipped classroom set up, opportunity for guided peer and instructor feedback, and culmination in a published research article.
* Facilitated and attended workshops sponsored by the Center for Online Teaching and Learning focused on writing pedagogy and online learning.
* Developed and implemented learner-centered lessons that use differentiated instruction.
* Maintained records, and assessed performance and progress.

Goodwin College

Adjunct English Instructor

* Taught English composition, English literature, and Creative Writing courses at the college. Coursework includes Senior Academy, a program for high school students. Senior Academy brings together selected students from urban and suburban public school districts to provide a college experience in an on-campus setting.
* Developed and implemented learner-centered lessons that engage students and use differentiated instruction.
* Advised students, and assessed performance and progress. For Senior Academy, this includeded regular communication with Goodwin colleagues and high school personnel to ensure quality education for all participants.

"'I didn't know what to say'- Four Archetypal Responses to Homophobic Rhetoric in the Classroom"

High School Journal