Courses taught at Duke University
GS 750 Fundamentals of College Teaching
In this course, graduate students (mainly first year or beginning Ph.D. students) learn how to clarify instructional responsibilities, promote active learning in the classroom or lab, identify campus resources for teaching and professional development and engage in critical self-reflection on teaching and learning. Taught since 2011.
GS 760 College Teaching & Visual Communication
Students in this course develop practical skills in visual
communication for teaching and other professional activities in print, in
face-to-face situations and online. This includes web design, graphic design,
presentations, electronic teaching portfolios other instructional technology
for college teaching. Student portfolios from
previous semesters here. This is a sample course syllabus. Course taught since 2006.
GS 762 Online College Teaching
Students in this (hybrid) class explore evaluation and assessment of learning outcomes in online environments, syllabus design and materials production for online courses and intellectual property issues in online education. Students also begin developing an online course they would like to teach.
GS 765 The College Teaching Practicum
Students develop and deliver microteaching lessons that
demonstrate the use of active learning, groups activities and higher-order
thinking. These are videoed for self-evaluation. Recent syllabus. Course taught since 2008.
EDUC 514 Schools, Society & Technology
This course meets state technology requirements for
secondary teaching licensure. Includes units on developing an electronic teaching
portfolio and digital storytelling. Course taught since 2008.
ENV 590
Professional Communication
This course in professional communication, emphasizing
visual communication and public speaking, is for students in the Nicholas
School of the Environment Master of Environmental Management program. Taught 2009 - 2012
Courses Taught at The University of Virginia
ESL Teacher Training Institute
This
was an intensive, three-week introduction to the teaching of English as
a second or foreign language offered at the University of Virginia. It
was for individuals considering overseas work and for those who intend
to work with English language learners in the U.S. The segment I taught
was classroom methods and materials; almost all students in this course
were native speakers of English. (Summer 2004 and 2005)
LING 111 Classroom Communication for International Teaching Assistants
This
course focused on three areas: advanced ESL focused on pronunciation
and oral classroom tasks for ITAs; teaching/classroom skills such as
asking/answering student questions, problem solving, office hours,
discussions; and the culture of North American universities and
expectations of undergraduates All students were full-time graduate
students at UVa whose SPEAK scores indicated this course was
needed before becoming/continuing as TAs.
LING 114 Written Academic Communication for Researchers
The
Academic Writing Seminar was an advanced ESL writing course for
post-doctoral researchers designed to further develop research writing
skills. All students were full-time post-doctoral researchers at UVa.
Academic Communication Skills
Part of an intensive language and culture course for non-native
speakers of English who have been admitted to an undergraduate or
graduate degree program. Participants review and practice strategies to
enhance oral communication with colleagues, classmates, and
professional contacts within the university community.
Academic Communications Seminar for Post-doctoral Fellows
Participants
learn and practice strategies to enhance oral communication with
colleagues and professional contacts within the university. They gain
skills in conversing with individuals and groups and in giving
presentations. Pronunciation, vocabulary, grammar and structures is
addressed as needed. All students were full-time post-doctoral
researchers at UVa.
LING 108 English for Graduate Students in Economics
This course was designed to help graduate students develop the oral
communication skills needed for success in a graduate-level economics
program as well as in professional situations in the U.S. Students
focused on speaking in academic contexts and developed their discussion
and presentation skills. All students were full-time graduate students
in the department of economics.
Courses Taught at Georgetown University
For
AY 2002-2003, I worked as a language teacher trainer and academic
coordinator for the Georgetown/Sungkyunkwan University TESOL
certificate program in Seoul, Korea. This program is comprised of three
courses, each of which I taught. The students in this certificate
program were all Korean and had already earned an undergraduate degree.
EFL Methodology
The goal of the course is to provide background theory and practical approaches for communicative classroom teaching.
EFL Technology and Materials Development
The
purpose of this course is to provide a framework for the effective use,
adaptation and development of materials for English language teachers.
EFL Practicum
The
purpose of the Practicum is to enable participants to apply the
principles they have learned in the program to the classroom setting by
doing teaching demonstrations. This requires them to work
collaboratively in groups to develop effective communicative
activities.
From 2000 to 2003, I taught a very
wide range of integrated skills, content-focused ESL courses in the
Department of English as Foreign Language at Georgetown University. A
detailed list is available upon request.
Courses Taught at Russian and Bulgarian Institutions
From
1997 to 2000, I taught at a Bulgarian high school and then at several
Russian universities. The courses focused on American culture and
conversational English; they developed into some of the courses
described above. Detailed list available upon request.