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I taught upper-division 3000- and 4000-level undergraduate courses and graduate seminars at the University of Florida from 2018 to 2023. The syllabi provided here are meant to serve students and communities of scholars. Syllabi changed every year as I developed as a teacher; I made adjustments to assignments, readings, and approaches to scholarship using suggestions made by students, personal reflection, and advice from peers. You can see how students at UF evaluated my teaching on UF's current page for public results of faculty course evaluation or UF's former pre-2019 page for public results of faculty course evaluation

Undergraduate Courses

“Experimental 19th-Century British Novels (1 section, Spring 2023)

“Major Figures of British Lit. and Cul.: Charles Dickens” (1 section, Fall 2022)

“Classy Victorians” (1 section, Fall 2022)

“Worldly Victorians” Honors seminar (1 section, Fall 2021)

“Narrative Games” Honors Seminar (1 section, Fall 2019)

“The English Novel: 19th Century” (1 section each semester, Spring 2019-21)

“19th Century Literature and Scientific Imagination” (1 section, Spring 2019)

“Victorian Bodies” (1 section each semester, Fall 2018-21)

“Golden Age Children’s Literature” (2 sections, Fall 2018, Fall 2020)

Graduate Seminars


"Victorian Technologies" (1 section, Spring 2023)

“Victorian Literature and Science” (1 section, Spring 2021)

“Worldly Victorians” (1 section, Spring 2020)

More detailed descriptions of the courses I teach and syllabi for the courses

are available on the course syllabi page of this site.

In my 3000-level undergraduate courses:

I used a half seminar, half lecture approach to teach critical thinking, beginning and intermediate research, and argumentation in my 3000-level courses. During the fall, I directed students to understand how to use and incorporate biographical, formal, generic (as in referring to genre), and historicist literary criticism; theory; and other nineteenth-century primary and secondary sources in their writing. We learned how to access and use research resources, such as library databases and digital archives. In the spring, I focused on the critical practices of argumentation and close-reading and worked closely with students to develop their academic writing styles. We read and analyzed a substantial amount of literary criticism alongside literary works and discuss how published critics approach the practice of framing and substantiating their literary interpretations. 

In my 4000-level undergraduate courses:

I treated students in my 4000-level classes as if they were early graduate students and taught my 4000-level courses as seminar and research workshops. Students in these courses worked on expanding their capabilities in professionalized academic writing; advanced, archival research; presentation; creative composition; and technical skills. I generally assigned students a final project where they produced works for public as much as academic audiences, either (1) an expanded work of original research based on research conducted in the archives and rare books collections from the Baldwin Library of Historical Children's Literature or Smathers Library here at UF or, alternatively, (2) a digital humanities project such as podcast, video essay, or other form of born-digital project.

In my graduate courses:

I focused on building upon students' capabilities in archival research, digital composition, pedagogy, and professionalization as we explore movements in the field of Victorian studies.



The following linked PDFs are examples of composition assignments I gave to first-year undergraduate students during my time teaching workshop-style Introduction to Composition and Rhetoric at the University of North Carolina at Chapel Hill:

  1. Assignment Sequence for a National Science Foundation Research Experience for Undergraduate Application

  2. Assignment Sequence for a Scientific Poster Presentation

  3. Assignment Sequence for an Educational Video Essay

While at UNC-CH, I taught composition and rhetoric courses with units that covered a diverse range of disciplines, including business, digital humanities, film, literature, and the natural sciences.

Besides asking students to create fellowship applications, posters, and videos for realistic rhetorical situations, as in the assignment sequence samples above, I have also assigned students in my Introduction to Composition and Rhetoric courses the task of creating podcasts, preparing for mock job interviews, and editing Wikipedia articles.​



The following links are to PDFs of checklists and guides I wrote in the 2018-2019 academic year for undergraduate and early graduate students taking my courses:

These documents are liable to change with feedback on the materials. You are welcome to use and reference these materials, but please credit me for composing the guides.

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