Teaching Experience

Instructor of Record:

  • History of Music II (1750-present), Southern Illinois University Edwardsville, fall 2020
  • Graduate Music History Review (one-semester music history survey), Southern Illinois University Edwardsville, spring 2020.
  • Introduction to Graduate Study in Music (writing and research methods), Southern Illinois University Edwardsville, fall 2019.
  • Sound in Sacred Spaces (freshman writing seminar), Duke University, spring 2017
  • Collegium Musicum (early music ensemble), Duke University, fall 2016

Guest Lectures:

  • Spring 2019    “Storytelling in Sound,” Religions of the World: Senses and Stories, Saint Louis University, spring 2019.
  •  “Writing in Dialogue,” Theological Foundations, Saint Louis University, spring 2019.

Teaching Assistant:

  • Music, Social Life, and Scenes (cross-listed with Cultural Anthropology), spring 2016
  • Composers of Influence (freshman seminar), fall 2015
  • Music History I (to 1600), spring 2015
  • Music History II (1600-1800), fall 2014
  • Making Music Today (freshman seminar), spring 2014
  • Collegium Musicum (early music ensemble), fall 2013

Certificate in College Teaching and Other Pedagogical Training

In the course of my graduate studies at Duke University, I completed the Certificate in College Teaching offered by the Graduate School. This certificate offered pedagogical training and facilitates self-reflection of one’s teaching methods. It required two courses—I took “Fundamentals of College Teaching” and “College Teaching and Course Design”—participation in “Teaching Triangles,” and the creation of an online teaching portfolio. “Teaching Triangles” were particularly instructive: I paired off with two graduate instructors in the sciences, and we all observed each other teaching and offered feedback.

In addition, my position as a Graduate Student Instructor (GSI) in the Thompson Writing Program afforded me teaching training, mentoring, observation, and evaluation from Denise Comer and Amanda Pullum, Director and Associate Director of First-Year Writing. It was highly instructive to invite them into my class to receive immediate feedback. Their evaluations, as with all student evaluations, are available on request.

I continue to seek out teaching workshops and other opportunities to learn about educational philosophies and methodologies in order to improve my pedagogy. To date, workshops on giving effective written feedback, on methods of improving student engagement in in-class activities, and on “Teaching with Archives” have been most formative for my teaching style.