I treat my classroom as a space for thought and inquiry where my students and I collectively work through the problems framed and posed by the objects of our course of study. In this sense, I am keenly interested in what the students and I can teach ourselves without anything more than a shared text or object. Learning outcomes for me are not simply a firm grasp of a particular set of knowledges, but also the critical, inquisitive skills that one develops in engaging with others in the pursuit of a question or the solution to a problem. Thus, I treat teaching as the horizontal sharing of knowledge and, further, as way to develop and demonstrate ways that students might go about generating and sharing information.
A crucial element of my pedagogy is to take every opportunity to engage with my students, as I understand that there are numerous styles of learning and that collaboration in the classroom may be more challenging for some of my students than others. I endeavour to check my students learning accomplishments through in-class observation, informal and formal writing, peer evaluation, group contributions, one-on-one conversation, and formal examinations. At the University of Alberta I have taught undergraduate students, for many of whom English was a second or third language. To address the range of backgrounds and literacies I encounter in the classroom, I design enticing classes that engage my students in complex cultural histories through manageable entry points, namely the novels, films, and current events, from daily life.
Courses Taught | Course Syllabi
Texts and Contexts | 80s Apocalypse
Literature in Global Perspective | Comparative 1848s // Alter-History, Catastrophe, and Utopia // Visions of the Future
Introduction to English | Literary Analysis
Reading Politics | Class and Ideology