I am privileged to advise and teach students in a field that I love and at an institution whose values, mission, and goals embrace three of my professional passions: academic excellence in English and education, study abroad and service. Whether it is through Socratic method, through experiential learning, through undergraduate research, or through innovative ways to support literacy, I hope to help students journey with me toward more connectedness, toward reciprocal acts of uplifting others and as a result being uplifted, and toward inquiry into what it means to be in this world instead of merely to do.
To that end, my current research projects—sometimes involving students and definitely open to offshoot projects for undergraduate research—involve three studies with IRB consent. These are
Meredith is a vibrant community of teachers, students, and scholars; teaching and learning here provide a myriad of opportunities. If you read something about which you have an interest, I hope you will contact me or stop into Joyner Hall any time to chat.
In my teaching at Meredith, I have willing and capable students—students full of potential—who want to develop their strengths and who are just as intellectually curious as I am. Through my love for reading great books that shape our humanity and my interest in social justice issues surrounding education, I teach for exploration, critical and creative thinking, and students’ involvement with their own world and in their own terms.
Although I consider myself a generalist in English, most of my preparation and experience involves American literature, the teaching of English, and young adult literature. On a regular basis I teach courses in advanced grammar, young adult literature, and the methods of teaching English. Occasionally I get to teach a class on banned books, and every other year or so I teach a principles of writing course—one of my favorites.
I am also privileged to direct study abroad programs in San Ignacio, Belize and in Sansepolcro, Italy where Meredith has a spectacular immersion program. I have also taught in London and have enjoyed all things Harry Potter, Narnia, and Wonderland as a delightful if slightly more academic reward.
My research interests include
Ph.D., Curriculum, Culture, and Change. Concentration in English
University of North Carolina at Chapel Hill
Dissertation: “Autobiography as a Scaffold to Teacher Reflection”
M.S., English Education. Master’s level certification in 9-12 English
North Carolina State University
Thesis: “Portfolio Assessment in the Paideia Classroom: A Curriculum Model”
B.A., English. Honors Program, summa cum laude. Teaching certification in 9-12 English
Honors Thesis: “F. Scott Fitzgerald: the Authority of Failure”
American Educational Research Association Conference, Toronto, Canada •spring 2019
“Low Tech, High Reward: Using Google Docs to Help Students Pattern Teacher Feedback”
NC Association of Elementary Educators, Raleigh-Durham, NC• spring 2018
“Let’s Start at the Very Beginning: Frames for Introducing Critical Thinking Instruction in the Elementary School”
NC English Teachers Association Spring Symposium, Rocky Mount, NC• spring 2014
“Up Close & Personal: Teaching Close Reading of Non-Fiction Texts through Critical Thinking”
NC English Teachers Association Annual Conference, Wilmington, NC •fall 2013
“Anything but Common: Literacy Strategies Designed to Get Right to the Core”
International Conference on Critical Thinking, Berkeley, CA •summer 2012
“PRISM: Rays of Light from a Campus-Wide CT Infusion”
American Educational Research Association Conference, Vancouver, Canada •spring 2012
“Autobiographical Reflection and a Focus on Personal, Lived Experience in Teacher Reflection”
Faculty Development Grant, Meredith College
Are You There, God? It’s Fifty Years Later: A Celebration of the Literature of Judy Blume
Resources and Research Infusion for Italian Life and Culture, Leadership
Meredith in Italy program
Infusion of Alternate Critical Thinking Paradigms
Sabbatical Award, Meredith College
Longitudinal Study of Written Reflection, Critical Thinking, and Strengths
Finalist, Wake County First Year Teacher of the Year
Meredith College Freshman of the Year
Recent Peer-reviewed Publications
“An Analysis of Autobiographical Tools in Written Reflection: Implications for Teaching Critical Thinking and Goal-Setting.” Reflective Practice: International and Multi-Disciplinary Perspectives, winter 2019.
“Low Tech, High Reward: Using Google Docs to Help Students Decipher and Pattern Teacher Feedback on Writing Assignments.” The Leaflet Issue 115 vol.2, winter 2019.
“The Case for Balance: Socioeconomic Diversity in Schooling.” AASA Journal of Scholarship and Practice, winter 2019.
Book Review, So All Can Learn: A Practical Guide to Differentiation, by John McCarthy. Educational Review, winter 2019.
“Reflection as Praxis and Practice: Self Understanding, Growth, and Gifted Education.” Teaching for High Potential, accepted 2017; anticipated 2019 publication.
“The Female Warrior Grows Up: Unlikely Heroines in Today’s Young Adult Fiction.” Meredith Magazine, spring 2019.
Other Recent Publications and Media Interviews
“Controversial Young Adult Novel Offers Insight into Kavanaugh Hearings, Sexual Assault.” The Conversation. com, October 2018.
“Controversial Young Adult Novel Offers Insight into Kavanaugh Hearings, Sexual Assault.” Chicago Tribune, October 4, 2018.
*Published originally in The Conversation. com
“How Heroines in Young Adult Fiction Have Changed and Stayed the Same.” The Conversation. com, June 2018.
Follow up interview, July 2018, KJZZ NPR affiliate, Phoenix, AZ.
Follow up interview, Oct 2018, BYU Radio (available on Sirius XM).
“To Fortify Schools, Build Teachers.” Raleigh News and Observer, March 3, 2018.