Teaching

I teach courses in health humanities, American Literature, and writing. You can read more about my approach to teaching in my Teaching Philosophy or browse course descriptions and sample materials below. My full Teaching Portfolio, including course evaluations, is available upon request.

Teaching Infographic_Fa 2018.png

Present Courses

Health Humanities (300-level)

Surgical Ward 1939 by Sam Haile 1909-1948

Sam Haile, “Surgical Ward” (1939)

Course Description: Whether as a patient, provider, and/or caregiver, we all have (or will have) extensive experiences in the world of healthcare. From everyday health practices to acute and chronic illness, we are reminded of the materiality and mortality of the human body. How do we communicate these experiences through stories and cultural practices? What do the stories we create—about wellness, about illness, about disability, about healing, about mortality—tell us about our culture, our history, and our experience of being human?

In this introduction to Health Humanities, we will apply the critical reading and analytical practices of the humanities to a range of texts—novels, memoirs, articles, poems, films—that explore material, cultural, and political aspects of human health. We will study how ideas about health change over time and across cultures. Topics will include patient and provider perspectives, patient advocacy, graphic medicine, chronic illness and pain, disability studies, epidemics and the “outbreak narrative,” and science fiction.

The goals of this course are to:

  • Understand humanistic ways of knowing and apply them to our study of human health.
  • Examine diverse perspectives of health and healthcare and discuss different factors that impact the experience of illness and access to healthcare.
  • Understand how cultural narratives and assumptions shape experiences of health and healthcare and in the process become more aware of one’s own assumptions.
  • Develop analytical skills in critical analysis, close reading, and visual analysis.
  • Enhance group communication skills through participation in full-class discussion, small-group activities, and leading class discussion.
  • Conduct primary and secondary source research and communicate findings in writing and in person.

* Syllabus available upon request.

Narratives of Contagion//Contagious Narratives (Graduate Seminar)

cholera

Robert Seymour, “Cholera. Tramples the victors & the vanquished both” (1831)

Course Description: This graduate seminar will explore how narratives of contagion impact issues of individual and public health; social, environmental, and health justice; and cultural belonging. Like the germs themselves, stories about contagious disease spread and mutate in various forms of fiction and nonfiction. Through our study of narratives of contagion, broadly defined, we will attempt to answer some of the following questions:

  • How have conceptualizations and representations of contagion changed over time?
  • What is the relationship between contagious disease and forms of literary and cultural production?
  • How has the rhetoric of epidemics been adopted in different contexts? To what ends?
  • How do narratives of contagion constitute a vision of what society is and may become?
  • Why are we compelled to respond to and prepare for epidemics through fiction?

The goal of the course is to offer students tools to analyze literature, make them more familiar with histories of contagious disease responses, and provide them with tools to think critically about pressing health and social issues.

* Syllabus available upon request.

Interdisciplinary Writing (Graduate Workshop)

wrirtingCourse Description: This course is designed to support MHS graduate students as they develop and write a thesis, practicum project, or other capstone project. We will study how genres function in multiple disciplines and learn how to adapt genres to fulfill our own purposes and meet the needs of a variety of audiences. Throughout the semester, students will work in small writing groups to share writing, both formally and informally. Together, we will explore the everyday challenges of writing and develop strategies to overcome those challenges.

At the end of the semester, students will compile and submit a final portfolio, which will include revised writing assignments, reader’s reports from class writing workshops, a writing plan for the spring semester, and a written personal reflection that assesses their writing process and development in the class. In addition to these projects, each student will be responsible for completing weekly writing tasks and being a productive writing group member.

The goals of the course are to:

  • Introduce students to the conventions of academic writing in a variety of disciplines, utilizing models to assess and understand different genres of writing,
  • Provide opportunities for students to articulate their research for different audiences,
  • Model productive writing habits and writing group best practices, and
  • Train students to communicate and present themselves professionally.

* Syllabus available upon request.

Past Courses

Introduction to American Literature: Protest & Dissent (100-level)

Protest and DissentCourse Description: The United States was founded through dissent; the tradition of collective action has shaped the country and its literature ever since. An introduction to American Literature, then, can also be an introduction to the protests that shape and in turn are shaped by American literature and culture. In this course, we will read a range of American literary texts while focusing on the tradition of protest and dissent that runs from the American Revolution through the 1992 Los Angeles riots.

Course readings will sample texts across time and space to help us define American Literature, protest, and dissent. We will think of literature and protest as broadly as possible to make connections across time to consider the rich literary history that continues to inform our contemporary moment. To do so, this course will focus on specific texts as well as the broader cultural narratives associated with them to consider the impact that American literature and culture have had on protest, dissent, and collective action (and vice versa). Rather than limit ourselves to the narrow genre of “protest literature,” we will read a variety of genres including novels, short stories, poetry, music, pamphlets, advertisements, magazine articles, investigative journalism, manifestos, and literary criticism.

Through our study of American literature we will attempt to answer the following questions:

  • What counts as protest? How do cultural narratives shape our understanding of protests?
  • How has literature been mobilized as a form of protest?
  • What impact has dissent had on American Literature?
  • Why have authors turned to literature, music, and other art forms to enact social change?

*Syllabus available here; detailed assignment descriptions available upon request.

Introduction to Fiction; Writing Contagion (100-level)

Writing Contagion

Course Description: Beginning with the Black Death in the fourteenth century and culminating in contemporary accounts of epidemic, both experienced and imagined, this course will examine the ways in which contagious disease has been represented in fiction from the Middle Ages to the present day. Like the germs themselves, stories about contagious disease spread and mutate in various forms of fiction. Why are we compelled to respond to and prepare for epidemics through fiction?

This course will use contagion as a organizing theme to explore a wide range of fictional genres, including novels, short stories, graphic novels, and film, from a broad range of cultures and historical periods. While we track the evolution of contagious narratives over time, we will also track differences in fictional genres and styles.

Through our study of fiction, we will attempt to answer some of the following questions:

  • What role does contagious disease play in fiction?
  • How have conceptualizations and representations of contagion changed over time?
  • How has contagion been used a literary device or metaphor and to what ends?
  • Does genre influence how an author writes about contagion?
  • How do narratives of contagion constitute a vision of what society is and may become?

*Syllabus available here; detailed assignment descriptions available upon request.

Rhetoric & Composition (First-Year Writing in the Disciplines)

Group WritingCourse Description: In this section of Rhetoric & Composition, we will use health as an organizing theme to analyze the rhetorical and stylistic conventions that govern professional and academic writing in the natural sciences, social sciences, and humanities. We will study how genres function in each of these disciplines and learn how to adapt genres to fulfill our own purposes and meet the needs of a variety of audiences. From each of these disciplinary perspectives, we will discuss how language and rhetoric impact health and wellbeing.

Each unit will contain short “feeder” assignments and one substantial unit project. The feeder assignments are designed to give you practice with a particular skill, while the unit projects will ask you to synthesize the skills you have learned in that unit. At the end of the semester, you will compile and submit a final portfolio, which will include sample writing, a major revision of your unit projects and two feeders, and a written personal reflection that assesses your writing process and development in the class. In addition to these projects, each student will be responsible for writing a weekly journal entry and being a productive group member.

The goals of this class are to teach you to

  1. Understand genres, conventions, and rhetoric as they relate to the natural sciences, social sciences, and humanities,
  2. Use models to assess the conventions of a genre of writing,
  3. Generate discipline-specific compositions in appropriate genres,
  4. Present research to different kinds of audiences,
  5. Conduct secondary research using academic databases and library sources,
  6. Review and revise your own work and assist others in revising their work through careful and critical reading and thoughtful feedback,
  7. Communicate and present yourself professionally, and
  8. Reconsider how you think about, talk about, and experience health.

*Syllabus available here. You can also read my detailed assignments sequence for Unit 1 (Natural Sciences), Unit 2 (Social Sciences), and Unit 3 (Humanities).

Future Courses

Health Humanities Research Methods* (Graduate & Advanced Undergraduate)

*Speculative graduate-level course adapted from Professors Jane Thrailkill & Jordynn Jack’s “Health and Humanities: Intensive Research Practice” course, Fall 2016

XIR3675

Pieter Bruegel the Elder, “Landscape with the Fall of Icarus” (c.1555)

Course Description: This course is an experiment in health and humanities teaching and research. In this project-based course, you will become a researcher in the HHIVE Laboratory – a new interdisciplinary laboratory that supports faculty and student research projects. Our class theme is Aging, and you will have a chance to interview an older adult in the community about their experiences with old age.

Course texts will include literary, artistic, and expressive works as well as materials drawn from the health sciences. You will learn to generate a research question, conduct a literature review, locate and apply for sources of funding, and design and implement a research study. Together, we will develop core skills for health and humanities researchers, such as working in small research teams, writing ethnographic field reports, conducting participant interviews, engaging in analysis of narrative, quantitative, and qualitative data, and writing a grant application.

*Syllabus available here.