EDUCATION
PhD English Literature, 2012-present (Expected May 2017)
University of Minnesota, Minneapolis, MN
MA English Literature, summa cum laude, 2010– 2012
University of Toledo, Toledo, OH
BA English Literature and Women’s and Gender Studies, cum laude with dual departmental honors
2005-2010, University of Toledo, Toledo, OH
PUBLICATIONS
“Lamp Day: An Illustrated Poem.” The Rumpus. web. 22, Oct 2012; can be found here.
Review of Chick Lit and Postfeminism by Stephanie Harzewski. Reconstruction: Studies in Contemporary Culture. 11.3 (20.11); can be found here.
PRESENTATIONS
“‘The Thoughtfulness of Thirst’: Images of Starvation and Thirst in Emily Dickinson’s Poetry”
NEMLA Panel “Word as Witness: 19th Century Narratives of Self-Preservation, Identity, Freedom”, Boston, MA. March 22nd 2013
“Posters, Power Points, Presentations: Professionally!”
University of Toledo’s Graduate Studies Professional Development Program, Toledo, OH. November 2011
“Strategies for Success: Meeting the Challenges of Graduate Student Life.”
University of Toledo’s Graduate Foundations Program, Toledo, OH. January 2011
“They Read the White Girl First: Analyzing Feminist Utopian Fiction and Toni Morrison’s Paradise.”
34th Annual Conference for the Society of Utopian Studies, Wrightsville Beach, NC. October 2009
AWARDS
2012-2013 Graduate Research Fellowship, University of Minnesota
2012-2013 Martin Rudd Fellowship, University of Minnesota
2012 Summers Graduate Essay Prize, University of Toledo
2011 Graduate Literature Teaching Fellowship, University of Toledo
Teaching Assistant Fellowship, University of Toledo, 2010-2012
Outstanding Student of the Year, Women’s and Gender Studies, 2010
Shapiro Senior Writing Scholarship, English 2009-2010
TEACHING EXPERIENCE
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INTRODUCTION TO FICTION, ENGLISH 2710
(1 section, enrollment 38)
- Full responsibility for course development, syllabus, and teaching
- Introduced students to basic elements of fiction through short stories and novels across historical moments and genres
- Assigned 8 short response papers to assess student’s reading comprehension and ; 2 essay exams
- Led students in discussions about the construction of identity (specifically race, class, gender, and ability) through literature
INTRODUCTION TO WOMEN’S AND GENDER STUDIES, WGST 2010
(1 sections, enrollment 45)
- Full responsibility for course development, syllabus, and teaching
- Facilitated students in understanding the nature of Women’s Studies as a discipline
- Led students through assignments which helped to foster a recognition of unequal power relations and oppressive factors in lived experiences and in culture and society and will be able to demonstrate their under-standing of the role of ideology in dividing groups and protecting the interests of principal beneficiaries.
- Employed technology through the use of media enhanced classrooms, Blackboard,PowerPoint, Epsilen, blogs, the creation of a class website and YouTube
COMPOSITION I, ENGLISH 1100
(2 sections, enrollment 24)
- Full responsibility for course development, syllabus, and teaching
- Introduced students to the academic discourses and genres of the university
- Assigned 20 pages of writing throughout the semester in a variety of academic genres including analysis, argument, review and commentary
- Provided two individual draft consultations per student each semester
- Employed technology through the use of media enhanced classrooms, PowerPoint, Epsilen, blogs, and YouTube
SERVICE
College of Language, Literatures and Social Sciences Technology Committee
Graduate Student Representative,September 2011- Spring 2012
The Mill, a literary magazine
Web Editor,Summer 2011-Spring 2012
University of Toledo’s Graduate Student Association
Professional Development Committee Chair, Fall 2010- Spring 2012
English Department Representative, Fall 2010-Spring 2012
Women’s and Gender Studies Department Events Committee
Member/Organizer, Spring 2007-2010
