Teaching

Teaching Philosophy

My teaching is guided by two principles: accountability and generosity. Students are encouraged to develop accountable ways of studying, knowing, and reproducing knowledge in class discussions, reading and writing assignments, debates, and design assignments. Class content also focuses on issues of accountability, justice, and marginalization. Students are trained to approach ideas through a commitment to generosity by reading and listening fairly, remaining open to opposing views, and distinguishing between belief systems and scholarly inquiry. Together, accountability and generosity form the foundation of effective inquiry.

My teaching draws upon a range of interdisciplinary humanities techniques, including literary and media criticism, textual analysis, epistemology, switch-side debate, design charrettes, cartography, web design, and peer review. I approach students as developing experts and co-producers of knowledge, guiding them through these techniques in order to develop their capacities for providing and receiving useful feedback.

Courses and syllabi

MHS Graduate Colloquium. MHS 300, Vanderbilt University, Spring 2014, Spring 2015, Spring 2016

“Designing Healthy Publics”; Public Health and the Built Environment. Vanderbilt University, Fall 2015, Spring 2016

“Medical Humanities.” Vanderbilt University. Fall 2014.

Bionic Bodies, Cyborg Cultures. MHS 242, Vanderbilt University, Spring 2014, Fall 2014, Spring 2015.

Theories of the Body. MHS 290, Vanderbilt University. Fall 2013.

Introduction to Women’s, Gender, & Sexuality Studies: Feminism, Disability, and Medicalization. WGS 100, Emory University. Fall 2012.

Introduction to Women’s Studies: Gender, Architecture, and Geography. WGS 100, Emory University. Fall 2010.

 

Pedagogical training and certification

Technology, Pedagogy, and Curriculum certificate, Emory Center for Interactive Teaching (2012)

Piedmont Fellowship in Sustainability, Teaching, & Curriculum, Emory University (2012)

Teaching Women’s Studies (Kimberly Wallace Sanders, Spring 2010).

Teaching Assistant Training and Teaching Opportunity (TATTO), Laney Graduate School, Emory University (Fall 2009)

College Reading and Learning Association Level II (Advanced) writing tutor certification (2006)

 

Teaching areas

Critical health studies

Critical design and technology

History of medicine and the body

Critical race, feminist, and disability theory

Science & Technology Studies

Feminist epistemology and methodology

Social movements and the built environment

 

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