Courses taught at Duke University

GS 350: Fundamentals of College Teaching

In this course, graduate students (mainly first year or beginning Ph.D. students) will learn how to: clarify TA or instructional responsibilities with faculty mentors, promote active learning in the classroom or lab, lead effective discussions, design learning activities, use instructional technology, and develop and apply grading criteria appropriately. In addition, they identify Duke campus resources that can provide both them and their students with personal, academic or professional support. Finally, they engage in critical self-reflection on their own teaching and learning. This course will be offered every term starting Fall 2011.

 

GS 301: College Teaching & Visual Communication

This course is offered to support graduate students' professional development as instructors and/or future faculty members. In this course, you they explore visual communication for teaching and other professional activities in print, in face-to-face situations and online. This includes introductions to web design, graphic design, effective presentations, development of an online electronic teaching portfolio and exploration of other instructional technology for college teaching. I have taught this course, formerly entitled "Instructional Uses of Technology" every fall and spring term since 2006.

 

GS 305: The College Teaching Practicum

A principal component of this course is graduate students giving teaching demonstrations that are video recorded. Over the semester, you will give four presentations that will be observed by classmates, instructors, and for the third and fourth presentations, undergrad volunteers. You submit self-evaluations based on feedback from others and observation of your own teaching videos. In the weeks that there are not teaching demos, we will be talking about very practical concerns for teaching, including classroom management, using groups in class, facilitating discussion, active learning, and visual aids. Recent syllabus. Course taught each spring term since 2008.

 

EDUC 214: Schools, Society & Technology

The purpose of this course is for teacher licensure candidates to examine the role of technology in teaching and learning. Computer-based technology has dramatically enhanced the way teachers and students communicate within learning environments. In this course theyl learn a variety of skills that will be useful for the classroom. The emphasis is on integrating technology into instruction and using technology to become an instructional leader. This course is designed to meet the North Carolina Department of Public Instruction technology requirements for teaching licensure. Course taught each fall term since 2008.

 

ENVIRON 298.98: Professional Communication

This is a skills-building course in professional communication, emphasizing visual communication and speaking. Topics to be covered include: (1) use of text in print documents; (2) visual communication of quantitative information; (3) visual communication in person; (4) communicating with clients, employers and team members; and (5) critiquing your own oral presentations and those of others. Fall 2010.

 

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 placed 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. We also examined creating teaching materials from authentic resources, including the Internet.

 

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 Georgtown 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.


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