Teaching

In brief, my teaching emphasizes engaging students from diverse backgrounds and recognizing how technology shapes their writing perspectives. I use a student-centered, inclusive approach, valuing all voices. Multimodality is also key: students create texts using various communication modes (alphabetic, aural, visual, digital), connecting writing to their professional fields. The course assignments promote critical approaches to writing and technology. Additionally, I foster trust through a collaborative classroom and writing-to-learn activities (journals, group work, peer reviews, workshops). Reflection is a final aspect that allows me to continuously improve and ensure accessibility for all learners in a technology-rich writing landscape.

Read my full teaching philosophy here.

Awards & Recognitions Received

  • Excellence in Undergraduate Teaching Award awarded by the College of Arts and Humanities at the University of Central Florida, 2022. Received monetary award of $2,000.
  • Quality Course Designation for ENC 1102 (online) awarded by the University of Central Florida’s Center for Distributed Learning, 2022.
  • Affordability Counts Badge for ENC 1102 awarded by the University of Central Florida’s Digital Learning Center, Spring 2022.
  • Quality Course Designation for ENC 1102 (hybrid) awarded by the University of Central Florida’s Center for Distributed Learning, 2021.
  • Teaching Excellence Award for the University of Central Florida’s Department of Writing and Rhetoric, 2018. Received departmental funds in the amount of $1,000.
  • GTA Teaching Excellence Award for the University of Central Florida’s Department of Writing and Rhetoric, 2015. Received departmental funds in the amount of $500.

Courses Taught

[f] denotes face-to-face classes; [h] denotes hybrid (partially online) classes; [o] denotes fully online, async classes; [v] denotes fully online, sync video classes 

Purdue University Northwest
Writing for Social Media, ENGL 42601, Undergraduate [o]
Business Writing, ENGL 42000, Undergraduate [o]
Written & Oral Communication for Engineers, ENGL 30700, Undergraduate [f]
Technical Report Writing, ENGL 22000, Undergraduate [f, o]
Composition II, ENGL 10500, Undergraduate [f]
Composition I, ENGL 10400, Undergraduate [f]

University of Central Florida
Editing Professional Writing, ENC 6216, Graduate [o]
Writing in Digital Environments, ENC 4416, Undergraduate [f, v, o]
Literacy and Technology, ENC 3417, Undergraduate [h, o]
Composition II (Honors), ENC 1102, Undergraduate [f]
Composition II, ENC 1102, Undergraduate [f, h, o]
Composition I, ENC 1101, Undergraduate [f, h]
Directed Undergraduate Independent Research

Selected Materials from Courses Taught

Evidence of Teaching Effectiveness

Teaching Innovations

Reflections on Teaching and Learning

Upon reflecting on the last semester, I am reminded how challenging it is to reach every single student. For instance, while many students note in my course evaluations that they value the organization and structure of my classes, there are always a few outliers who find it too routine and regimented or, in their view, isn’t organized at all. However, even from mixed feedback such as what I received in the Fall 2024 evaluations, I am able to pinpoint that generally my strengths seem to lie with organization and compassion for and with my students. For Spring 2025, I’ve continued to work on refining my use of Brightspace to keep organized for myself and for my students. Student engagement, particularly in my online sections, seems to have faltered and had challenges during Fall 2024; it is there that I see the most room for improvement. Although I make efforts to be available online, visible in the discussion boards, and use announcements for video lessons, this seems to be the area that most needs attention at this time. For the Spring 2025 online classes, I am striving to be more present in the student discussion boards (though being careful not to dominate) and to make videos that are focused on each unit rather than weekly. In making the Unit 1 videos, I already noticed that they felt more cohesive in focus with the assessment at the end of the unit as the objective rather than individual weekly tasks. Instead, I will use the weekly announcements and the occasional weekly video as supplemental to unit videos rather than having multiple videos make up the whole unit. I believe taking these steps will help to make myself more present and make the course more engaging for students.