Teaching
In my classroom, students learn to express informed positions around global historical and contemporary topics. I emphasize collaboration and exchange between students to foster intellectual community.
At Carleton College, I teach courses in Latin American and Atlantic World history, including Modern Latin American History; Resistance and Rights in Twentieth Century Latin American History; Gender, Sexuality in Latin American History, and Music and Movement in Atlantic World History.
At Washington State University Vancouver, I taught multiple sections of “The Roots of Contemporary Issues,” the foundational first year course for the university’s common requirements. While addressing current global issues in historical perspective, this course emphasizes critical thinking, communication skills, and ways of evaluating and using evidence. At WSU Vancouver, I also taught "Writing about History," the historiography and history methods course and have taught the seminar "Revolutions in Latin America."
At Emory University, I taught interdisciplinary courses in Latin American history. “Repression, and Rights in the Late Twentieth Century Latin America,” fulfilled a writing requirement and examined practices of inclusion and exclusion, repression, demands for rights, and calls for justice. My survey "The Making of Modern Latin America," spanned from the fifteenth to the twentieth century with a focus on how people negotiated colonialism, independence, nation building, and globalization.
At Emory, I also taught courses in World and Atlantic World history. “Rebellions, Revolts, and Revolutions in World History” focused on revolutions from the ancient world through the twentieth century and required students develop an original research project. Music and Movement in the Atlantic World: Social and Popular Music across Two Centuries,” examined how African Diasporic and European movements and sounds travelled to and around the Americas and combined into hybrid forms. This course was cross-listed with Music and African Studies, and incorporated digital literacy assignments. I have developed this course into a topical introduction to the digital humanities.
As the Interim Director of the Emory Writing Center during the 2015-2016 academic year, I supervised and mentored nineteen undergraduate tutors and six graduate fellows. In this position, I supervised and mentored undergraduate tutors and graduate fellows. I organized and led training in traditional and digital writing and supported undergraduate and graduate research in Writing Center Studies. I built connections with programs on campus as well as community partnerships. As a writing center fellow during the previous year, I worked with ESL students, heritage language speakers, and first-generation college students.