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. 

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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.

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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.