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.