Cornell University, even as a research institution, offers opportunities that allow future faculty to develop their professional experience in reflective and also practical ways. As a fellow of the Center for Teaching Innovation, I worked with graduate students and faculty in different fields to think about teaching as a constant process for improvement and experimentation. I have facilitated pedagogy workshops for the Romance Studies department as well as the larger community of teaching assistants and postdocs and am involved in a research project that explores my own teaching for future contributions in pedagogy with the Scholarship of Teaching and Learning Program.
Center for Teaching Innovation (CTI), Cornell University
- Teaching Excellency Program, 2017-2018
- “Developing a Diversity Statement,” University-Wide Teaching Conference, March 2018
- “ePortfolios: Enhancing Teaching with Technology,” GET SET Workshop Series, March 2018
- “Learning-Centered Syllabi” GET SET Workshop Series, September 2017
TA Development Orientation, Department of Romance Studies, Cornell University
- “Online Portfolios: Effective content & format for the job market and more,” August 2017
- “Making the Most of Time: Office hours and managing time,” August 2015
UC Berkeley Democratic Education (DeCal) Series
- “API Mythbusters: Demystifying Asian America,” Spring 2010
Teaching as Research Project
SoTL is an opportunity to employ the critical thinking and reflection skills scholars use for their research to improve their teaching.
My project, “Graduate Students at a crossroads in feedback: Sources for receiving, Practices of giving“* examines a particular group and context of feedback to help inform the ways that instructors can be thoughtful and reflective in their teaching practices.
Graduate Student Instructors are both recipients and givers of feedback, in their work toward a degree and in their instruction for writing-heavy courses. Understanding how feedback is learned and incorporated in practice is exemplary of how teaching as a whole is learned and incorporated: through formal training, example, and trial and error. My study traces where graduate students learn the kinds of feedback that are useful, and how they apply them within their courses, and the kinds of patterns the arise through different practices.
This work was presented at the Connecting Research & Teaching Conference, May 2018, at Cornell University.
* Click on the project title for a full view of the poster presentation.