EDUC 792: Methods in Educational Research: Qualitative  

Marsal Family School of Education, University of Michigan

• Co-instructor with Dr. Ebony Elizabeth Thomas

• Designed for doctoral and advanced masters students, this course is intended to orient students toward various methodological dimensions of working with human participants in their research work. In particular, the course approached qualitative inquiry through a critical lens, offering qualitative basics with a focus upon humanizing practices.

EDUC 440: Teaching English in Secondary Schools        

Marsal Family School of Education, University of Michigan

• Co-instructor with Dr. Ebony Elizabeth Thomas (Fall 2024). Instructor of record (Fall 2025).

• This course bridges theory with practice by coupling in-class instruction with field experiences in a local ELA classroom. Commonly called “methods,” this course supports pre-service teachers in developing beginning pedagogical strategies for teaching ELA. With a focus on critical inquiry, this class coupled practical approaches to pedagogy with research-backed logics. A primary goal of this course was to develop educators’ capacities to solve current and future problems of practices.
  

EDUC 307/650: Reflective Field Teaching Experiences  

Marsal Family School of Education, University of Michigan

• Taken prior to interns’ student teaching semester, this course was designed to enhance future educators’ learning in the field by encouraging study, reflection, connection, and application of teaching practice. During the weekly seminars, teacher candidates engaged in discussions about teaching, learning, and other issues relevant to their field experience. 

EDUC 302: Directed Teaching in the Secondary School  

Marsal Family School of Education, University of Michigan

• An inquiry-driven course occurred alongside teacher interns’ student teaching semester. This course incorporated lessons from interns’ field experiences and focused upon collaboratively examining and responding to common problems of practice interns witnessed within their fieldwork.

EDUC 304/652: Problems and Principles of Secondary Education    

Marsal Family School of Education, University of Michigan

• Taken alongside EDUC 302, this course offers teacher candidates a professional development community and creates space to reflect on teaching with other practitioners, specifically taking into account pedagogical content knowledge; beliefs about why English is a subject studied in school; goals for student learning; and practices of diversity, inclusion, justice, and equity. 
  

EDUC 3200: Reading Difference Differently: Issues of Gender(s) and Sexualities in Youth Media and Literature 

Lynch School of Education and Human Development, Boston College

• Co-instructor with Dr. Jon M. Wargo

• With an emphasis on issues of gender and sexuality, this class interrogates how contemporary youth literature and media shape and organize difference differently. Examining how textual understandings of youth, gender, and sexuality intersect with other domains of identity (e.g., race, ability, religion), this course explores how criticism, circulation, and reception of innovative storytelling advance new ways to understand childhood and the young adult.