Professional Development & Pedagogical Support

One of my greatest joys is continuing to hone my craft and share my expertise with others. I consistently seek out opportunities to learn and lead when it comes to teaching.

Leadership Roles

  • Oral Communication Program, University of Maryland, 2018-2021

    -       Developed Instructor Resource Site on learning management system for new textbook and with best practices for online pedagogy.

    -       Provided support and developed resources for OCP team during rapid shift to online teaching in Spring 2020.

    -       Co-Coordinated, co-designed, and co-lead All-Instructor Professional Development sessions with fellow coordinator. Focused on formative vs. summative feedback, evidence-based feedback, and culturally responsive teaching.

    -       Designed and conducted new instructor orientation sessions on lesson-planning, active learning, grading and providing feedback, and classroom management.

    -       Provided support for OCP instructors throughout the semester.

    -       Supported undergraduate studies learning outcomes assessment projects.

    -       Assisted Director and Managing Directors with applications for internal/external funding and recognition programs.

    -       Facilitated logistics for three OCP-supported research groups in Fall 2020

    -       Fostered relationships with campus partners including the Teaching and Learning Transformation Center and Do Good Institute.

  • Teaching and Learning Transformation Center (TLTC), University of Maryland, 2019-2020

    -       Engaged in bi-weekly meetings with other advanced graduate student instructors to discuss and research issues pertinent to graduate instructors across the university.

    -       Co-led 1-to-2-hour “Grad Peer Outreach Workshop” to various UMD departments. Focused on learning outcomes, backwards planning, grading, & student interactions.

    -       Trained in “Grad Peer Observation Program,” a program which offered peer-to-peer teaching observations and a personalized letter of instructors’ teaching effectiveness.

    -       Developed and hosted “Talk with a T.A.,” a grad-fellows led program that offered a safe & welcoming space to discuss questions pertinent to graduate student instructors

Professional Development

  • Furman University, 2024

    -       Taught seven-minute “microteaching” lessons to demonstrate a small slice of teaching effectiveness

    -       Offered and received feedback regarding learning experiences during microteaching

    -       Engaged in active learning plenaries to strengthen our own techniques

  • Furman University, 2023

    -       Participated in a voluntary faculty book club, led by the Faculty Development Center (FDC) to practice and discuss the merits of different discussion tactics.

  • Furman University, 2023

    -       Collaborated with the Faculty Development Center (FDC) to rationalize the use of “specs” grading in our courses; gained feedback on our incorporation of such into our classes

  • University of Maryland, 2019

    -       Engaged in 2-hour training as a public dialogue facilitator. Public dialogue is a particular form of discourse that requires specific training to ensure proper practice in research.

  • University of Maryland, 2018

    -       Actively participated in semester-long in-person program that trained faculty in best practices and theories of online pedagogy and course design.

    -       Earned high praise and was asked to share example for facilitator to use in future sessions.

  • University of Maryland, 2016

    -       Earned top scores in 1-hour credit course focused on principles of effective teaching in the college communication classroom.

  • Teach for America, 2013

    -       Engaged in comprehensive professional development addressing content, culture, leadership, and inclusion.

    -       Received over 100 hours of training on outcome-based lesson planning, culturally responsive teaching, assessing with rigorous content and, diversity, equity, and inclusion