Instructor of Record

Fall 2005

ENGL 3050: Introduction to Poetry
English 3050 focuses on introducing students to the study of poetry as part of an English Literature curriculum. The class is made up of majors, minors, education students, and other interested parties. My goals for the students were that they become conversant in the academic modes of discussing and writing about poetry, learn to use appropriate research materials, experience poetry in performance (as performer and audience member), approach poetic texts is multiple forms (as individual poems, author-based collections, and anthologized works), and use technology to augment the reading process and supplement presentation. To carry out these objectives, I chose appropriate course texts, created a class syllabus and website, administered quizzes and examinations, assigned and graded papers and projects, and instructed students in the technologies needed to successfully complete the course.

Fall 2006
Fall 2004

ENGL 1101: First Year Composition/Student Learning Community Sections
These were special sections of the ENGL1101 course designed for UGA’s Learning Communities initiative. Students in these courses were at varying levels of writing ability, but unified by an interest in a particular area of study (science, law, business). I chose texts appropriate to the course themes and crafted assignments that sought to expose students to a variety of rhetorical, moral, and ethical issues in their respective discipline, as well as performing all other duties associated with this course

Spring 2006
Summer 2005
Spring 2005
Spring 2004
Spring 2002

ENGL 1102: First Year Composition: Writing About Literature
English 1102 is the second of a two-course sequence in college-level writing. In this course, I helped students learn to apply their argumentative writing skills to a discipline-specific discourse field. Students were assigned texts from a variety of genres (fiction, poetry, drama, literary criticism). I planned the course syllabus, created all reading and writing assignments, graded all student work, and instructed students in use of appropriate technologies.

Fall 2006
Summer 2006 Fall 2003
Fall 2001

ENGL 1101: First Year Composition
English 1101 is the first of a two-course sequence in college-level writing. In this course, I worked with students on improving their skills as readers and writers of argument-based essays. I chose appropriate texts for class reading and discussion, planned lectures, assigned and graded essays, short writing assignments, quizzes and examinations.

Assistant to Large Lecture

English 3000 is designed to introduce English majors to the study of English literature as preparation for upper division coursework in the major. I had the pleasure to serve as Teaching Assistant for two professors who took different approaches to this course. While my main duties were the same in each (conduct two breakout sessions weekly, grade student work, attend all lectures, maintain attendance and grade records), each semester presented a different set of teaching challenges and learning opportunities.

Spring 2003

ENGL 3000: Introduction to English Studies
Assistant to Roxanne Eberle
Dr. Eberle focused greatly on genre study and both traditional and late 20 th century critical modes. In breakout sessions and in conferences with students, I helped them navigate this area in their study and writing. I also presented a lecture on Humanities Computing to the class and acted as a substitute lecturer for Dr. Eberle when we were discussing The Tempest. Toward the middle of the semester, I was asked to utilize the <emma>™ program with my breakout groups. I trained students in the use of the software and supported them while they used it for their final paper.

Fall 2002

ENGL 3000: Introduction to English Studies
Assistant to Douglas Anderson
Dr. Anderson focused on developing close reading and writing skills. To that end, students were required to submit weekly papers discussing various aspects of the texts we were reading in class. I was responsible for grading those essays with an eye toward helping them develop as good readers of literature. I found that more one-on-one time with students was most effective, and so I increased my office hours to accommodate more interaction with the students.