In my classroom, students learn to express informed positions around global historical and contemporary topics and become active members of their academic and cultural communities. I emphasize collaboration and exchange between students to foster intellectual community.
In spring 2016, I taught interdisciplinary courses in Latin American and Atlantic World History. The first, “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.
The other spring 2016 course, “Music and Movement in the Atlantic World: Social and Popular Music across Two Centuries,” focused on how African Diasporic and European movements and sounds travelled to and around the Americas. This course was cross-listed with Music and African Studies, and incorporated digital literacy assignments. I have also developed this course into a topical introduction to the digital humanities.
My fall 2015 course, “Rebellions, Revolts, and Revolutions in World History,” addressed historical changes and continuities and drew attention to local and global perspectives. I taught the course as a writing intensive senior colloquium, but as an introductory course, it would include frequent writing exercises to develop analytic skills.
In Spring 2012, I taught "The Making of Modern Latin America," a survey that traced Latin American history from pre-Columbian indigenous cultures in the fifteenth century to the waves of globalization in the late twentieth century. This course developed the parallel themes of individual agency and resistance to explore how historical forces conditioned possible identities and practices and how individuals negotiated limits or set new boundaries.
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. My responsibilities included organizing training and supporting undergraduate and graduate research. Through my work at the Emory Writing Center, I built connections with offices, programs, and administrative units on campus as well as community partnerships beyond campus. We continued established community partnerships between the Emory Writing Center and Maynard Jackson High School students and the Lee Arrendale State Prison. To increase accessibility, I also initiated an online tutoring pilot program for students, faculty, and staff who are away from campus.As a fellow with the Emory Writing Center during the previous academic year, I led more than one hundred hours of tutoring sessions and gained valuable experience in adapting my teaching styles for ESL students, heritage language speakers, and first generation college students.