Who I teach

Over the course of my teaching career I have sought a broad range of experiences that have sharpened my skills and reinforced my conviction that I am at my best when I am teaching culturally and ethnically diverse student populations. I have experience working with traditional, non-traditional, honors, neurodiverse, and incarcerated students. My experiences range from teaching at R1 and private institutions, both online and in person, to teaching in community-based classrooms and specialized organizations.

There is no such thing as passive learning in my classroom. I encourage students to engage with early modern literature on their own terms and through their own experiences. My classes include activities that require students to engage with media or questions that challenge their assumptions about our texts, whether through personal writing, small-group discussion, or class presentations. I show my students that scholarship is an activity—we act out scenes, attend performances, visit archives, and engage in robust discussions that connect historical texts to contemporary concerns. It is my responsibility as a teacher to meet each student where they are intellectually and connect them to course materials in a way that prepares them to engage critically with a variety of texts, historical and contemporary, both in and beyond the classroom.