Teaching Experience and Goals

Teaching Experience

Instructor of Record:

  • Sound in Sacred Spaces (writing-intensive version), spring 2017. Syllabus available here.
  • Collegium Musicum (early music ensemble), fall 2016. Program available here.

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

Teaching Goals

My future teaching goals are threefold: I hope to teach the core music history sequence, particularly the early music section; I want to develop courses that extend from my research interests in early music and sacred music; and I find particular enjoyment in interdisciplinary undergraduate seminars for non-music majors.

Because my research interests are so broadly interdisciplinary, many of the courses I hope to teach someday are too, and many could be cross-listed with departments of English, History, Religious Studies, or Theology. I have been delighted to discover that my hobbies—the Broadway musical, and fantasy and science fiction literature—can serve as the spark for accessible, appealing classes that still get at the questions of audience, readership, and theological significance that underlie my research.

Certificate in College Teaching and Other Pedagogical Training

In the course of my graduate studies at Duke University, I will complete the Certificate in College Teaching offered by the Graduate School. This certificate offers 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 well as those from my “Teaching Triangles” peers and TA supervisors, 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 and on methods of improving student engagement in in-class activities have been most formative for my teaching style.