Below, you'll find information about the classes I've taught over the last several years. Classes I've taught more recently will be listed at the top. I've taught all of these classes for the University of Arizona in Tucson.


This course, Geography (GEOG) 438, is also cross-listed in the Geosciences (GEOS) and Ecology & Evolutionary Biology (ECOL) departments and attracts students from all three disciplines and more. I taught it for the first time in fall of 2016 and again in 2017. Both times, I taught it as a cross-disciplinary course, and the U of A recognizes it as a class focused on two key course attributes, Discovery and Interdisciplinarity.

During the fall 2016 course, I developed the curriculum to teach in one of the U of A's Collaborative Learning Spaces (  The course mixed some lecture with several student activities per meeting, and students sat and worked together in small groups. Major exams had both individual and group components to stress the collaborative nature of the course.

In the fall 2017 course, I wasn't able to teach in another Collaborative Learning Space, but I adapted my previous curriculum to include the same level of group engagement in a different space. Rather than exams, I moved to a biweekly assessment model that asked students to complete assignments outside of class (on their own or with others) that focused upon applying class content knowledge. Once per week, class started with an example of biogeographical science in the field that asked students to identify a problem, develop a hypothesis, and work out a test. I also focused more upon access to primary literature, with biweekly readings from seminal biogeography journal articles.

In recognition of this course and Intro to Physical Geography, I was nominated for the College of Social & Behavioral Sciences Outstanding Graduate Teaching Assistant Award in 2017.

Introduction to Physical Geography

In spring of 2016 and spring of 2017, I was a teaching assistant in charge of four breakout discussion sections for this large lecture class (GEOG 170A). Weekly meetings were focused on revisiting lecture content in a small-group setting to allow for activities and more student interactions. Students also completed two term papers during the course of semester, so several classes were devoted to brainstorming, remedial writing instruction, and revision.

Environment and Society

This course was my first online teaching experience. I taught this during the summer session in 2016 with about thirty students. The introductory course (GEOG 150C), according to the university website, "introduces students to the study of relationships between people and the environment from a social science perspective, and provides a context for thinking about the social causes and consequences of environmental changes in different parts of the world. It focuses on how and why the human use of the environment has varied over time and space; analyzes different approaches to decision-making about environment issues and examines the relative roles of population growth, energy consumption, technology, culture and institutions in causing and resolving contemporary environmental problems around the world."

Honors Composition: Science Fictions and Nonfictions

During my final year of the MFA, I developed an honors composition course and curriculum for the U of A's Writing Program called Science Fictions and Nonfictions. Over the course of fall 2013 and spring 2014, I taught three sections of about 20 students each. I used the primary texts The Secret History of Science Fiction, edited by James Patrick Kelly and John Kessel, and The Oxford Book of Modern Science Writing, edited by Richard Dawkins, with supplemental texts by authors like Octavia Butler, Michael Chabon, Neil Gaiman, and Ursula K. Le Guin.

In both semesters, I successfully applied for grants for end-semester academic conferences as a capstone project for students across multiple sections of honors composition with other instructors.

Med-Start Tucson: Critical Reading & Thinking

In the summer of 2013, I worked with the U of A School of Medicine's Office of Diversity and the Writing Program to develop a diversity summer course for high school students from rural, reservation, and economically disadvantaged areas, as well as for those students who were traditionally underrepresented in medicine. The focus of the course was on current medical practice, ethics, and research, and the summer culminated in an academic conference in which students presented research to U of A medical personnel and the students' families. For more information about the program, you can visit the Med-Start website,

Freshman Composition (ENGL 101/102), Instructor of Record. Fall 2012, Spring 2013.

For the ENGL 101-102 sequence, I presented specialized classes that focused on critical thinking about writing in science. I taught three sections in fall 2012 and spring 2013. In recognition of this sequence, I was nominated for the Writing Program’s Johnnie Rae Harper first-year teaching award.