Teaching Philosophy
Exploration and invention are central to my vision for teaching and learning. At the University of Michigan, I lead the Design and Technologies for Learning Across Culture and Contexts program and teach courses in literacy, cultural studies, and the learning sciences . As a professor, I consider my purpose - whether teaching courses in instructional methods or inquiry methodologies - to facilitate experience and make my students the primary course texts. For more about my teaching and teaching effectiveness, please contact me directly.
Courses Taught:
EDUC 791: Foundations of Teaching and Learning
Marsal Family School of Education, University of Michigan
A foundational course in the learning sciences, this doctoral proseminar examines diverse theories, educational applications, and methodological techniques for studying learning across contexts. With a particular emphasis on advancing educational justice and equity, the course examines how power, privilege, oppression, and resistance shape learners and the design of learning environments.
EDUC 645: Education and Cultural Studies
Marsal Family School of Education, University of Michigan
Using cultural studies as a point of departure, this course explores the intersections of culture, power, oppression, agency, identity, and knowledge production within schools, school systems, and other (in)formal learning contexts
EDUC 405: Literacy 3: Development of Language and Composition PK-6
Marsal Family School of Education, University of Michigan
With a particular focus on building students’ speaking, listening, language, and composition skills and knowledge, this course addresses the design and enactment of engaging literacy instruction that advances the learning of children in PK-6 contexts.
EDUC 9864: Advanced Qualitative Research
Lynch School of Education & Human Development, Boston College
In-depth examination of foundational and advanced concepts in qualitative research and analysis. Provides an initial exploration in post-qualitative methods and methodologies to survey the theoretical, methodological, and analytic implications of conducting qualitative research from contrasting theoretical perspectives.
EDUC 9737: Digital Literacies
Lynch School of Education & Human Development, Boston College
Located at the axis of technology and cultural studies, this graduate seminar explores how contemporary literacy and learning are changing with the advent of new digital networks and communicative resources. With a particular focus on power and culture, this course highlights how digital literacies are situated in spaces of teaching and learning and how these socio-cultural understandings may illuminate issues of access, surveillance, identity and privilege.
EDUC 9711: Historical and Political Contexts of Curriculum
Lynch School of Education & Human Development, Boston College
Surveys major curriculum movements in American educational history by examining the history and implementation of curriculum development on the macro and micro levels of schooling. Focuses on key campaigns and controversies in curriculum theory and practice, using primary source materials to place them within the academic, political, economic, and social contexts that have marked their conceptualization, and change inside and outside of schools.
EDUC 8810: Academic Writing for Multiple Audiences
Lynch School of Education & Human Development, Boston College
Exploring the complex rhetorical situation of “writing for publication,” this advanced doctoral course explores the multi-faceted practice(s) and emerging genres of academic writing. Configured as a writing-intensive workshop-based course, this class focuses on models of genres we aspire to write as academics, revising current scholarship, designing generative feedback for others, and investigating and targeting venues for academic publication.
EDUC 7101: Readings & Research
Lynch School of Education & Human Development, Boston College
Special topics course where under the direction of a faculty member, a student develops and completes significant study on a topical area or interest. Topics taught include: critical ethnography, affect, emotion, and experience in social science research, queer(ing) educational inquiry, sociocultural theory, games & culture, and digital literacies.
EDUC 3200: Reading Difference Differently: Gender and Sexuality in Youth Literature & Media
Lynch School of Education & Human Development, Boston College
With a particular emphasis on issues of gender and sexuality, this class interrogates how contemporary youth literature and media (texts by and about young people) shape and organize difference differently. Examining how textual understandings of youth, gender, and sexuality intersect with other domains of identity (e.g., race, ability, religion), this course explores how criticism, circulation, and reception of innovative storytelling advance new ways to understand childhood and the young adult.
EDUC 2105: Teaching the Social Sciences and the Arts
Lynch School of Education & Human Development, Boston College
Offers prospective teachers the theoretical and practical knowledge into teaching elementary social studies, with a specific focus on arts integration. Through concurrent field experiences, and with a focus on gaining understanding of the major disciplinary perspectives of elementary social sciences (i.e., economics, geography, civics, and history), students explore the social, political, and cultural contexts of arts-integrated social science education.
EDUC 2104: Teaching Reading
Lynch School of Education & Human Development, Boston College
Offers prospective teachers the theoretical and practical knowledge into teaching literacy, with a specific focus on reading, to elementary age learners. Through concurrent field experiences, and with a focus on gaining understanding of the major theoretical perspectives on literacy development, students explore the social, political, and cultural context of reading instruction.
EDUC 2101: Teaching Language Arts
Lynch School of Education & Human Development, Boston College
Offers prospective teachers the theoretical and practical knowledge into teaching English language arts, with a specific focus on writing across genres. Through concurrent field experiences, and with a focus on gaining understanding of the major theoretical perspectives on writing development, students explore the social, political, and cultural context of elementary English language arts instruction.
RLL 8500: Literacy in a Socio-Political Context
College of Education, Wayne State University
Using sociocultural theory and cultural studies as points of departure, this doctoral seminar investigate language, literacy, and power at the intersections of the social, political, and the cultural. Course topics include: research on language, literacy, and learning in context; literacy, identity, politics, and power in education; curriculum and the negotiated nature of literacy teaching and learning; literacy development as (inter)cultural communication.
EED 6310: Young Adult Literature
College of Education, Wayne State University
Intensive examination of literary texts and materials appropriate for youth and young adults in secondary English language arts classrooms. Using theories of literacy and literary response, this class explores methods for teaching and factors affecting adolescent experiences with media and young adult literature.
TE 850: Critically Reading Children’s and Young Adult Literature
College of Education, Michigan State University
Intensive study and critical examination of the intellectual concepts and methods that have shaped contemporary understandings of children’s and young adult literature and material culture. Using theories of literary criticism this class explores how critical theory sheds light on literary paradoxes such as Anti/Signification, Text/uality, and Re/Presentation).
TE 831: Teaching School Subject Matter with Technology
College of Education, Michigan State University
Conceptual and application-based study of the integration of K-12 school subject matter with technology. Course surveys critical perspectives on digital technologies in schools while offering tools for the inclusion of technology across disciplinary domains.
TE 802: Reflection and Inquiry into Teaching Practice I [English Language Arts]
College of Education, Michigan State University
Qualitative and quantitative research methods on teaching and learning. Criteria for judging the validity and applicability of research-based knowledge in the teaching of English Language Arts. Framing educational problems worthy of inquiry. Designing and assessing studies of teaching practice in ELA.
TE 448: Issues of Diversity in Children’s and Young Adult Literature
College of Education, Michigan State University
Theoretical perspectives, controversies, and classroom implications for literature by and about people who have traditionally been underrepresented in children’s and adolescent literature. This course includes literature by and about African Americans, Asian Americans, Latinos and Latinas, American Indians, Middle Eastern Americans, and groups traditionally marginalized by class, religion, ability, gender, and sexuality.
TE 448A: Special Topics - Issues of Gender(s) and Sexuality/ies in Young Adult Literature
College of Education, Michigan State University
Theoretical perspectives, controversies, and classroom implications surveying literature by and about people whose gender identity and sexuality have traditionally been underrepresented in children’s and adolescent literature. This special topics course, while focused on literature by and about groups traditionally marginalized by their gender identity and/or sexual orientation, intersects with other minoritarian identities included but not limited to race, ethnicity, class, religious affiliation, ableism, etc.
TE 405: Teaching of Language and Literacy to Diverse Learners – Elementary (K-8)
College of Education, Michigan State University
Teaching language and literacy to diverse learners at the elementary level (K-8). Inquiry into and construction of subject-specific meaning. Literacy subject matter adapted to learner diversity. Teachers’ roles, including professional, intellectual, and sociopolitical responsibilities.
TE 404: Teaching of Social Studies to Diverse Learners – Elementary (K-8)
College of Education, Michigan State University
Teaching social studies to diverse learners at the elementary level (K-8). Inquiry into and construction of subject-specific meaning. Social studies subject matter adapted to learner diversity. Teachers’ roles, including professional, intellectual, and sociopolitical responsibilities.