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Some of the most productive teaching experiences I have had have been ones that have pushed me beyond and outside strict disciplinary confines.

My Russian Culture course for UWM synthesized history, art, geography, the basics of literary analysis, and taught students how to read and interpret each of these within a broader cultural context. As a large lecture course with up to 60 students, I ensured active learning in the classroom through:

  • discussion groups

  • daily in-class writing assignments

  • group projects and presentations


When I redesigned the couse for asynchronous online teaching in 2007, I paired modules with alternating quizzes and short-answer discussion prompts to ensure continued involvement with the material.

My Translation as Theory and Practice course for Lewis & Clark engaged junior and senior students majoring in foreign languages in a course that asked them to assimilate and work through complex translation theory materials while developing their own praxis of translation (from their second language into English) in various genres. I used:

  • group work 

  • drafts and peer review

  • individual projects and presentations

  • final portfolio assignment


to structure students’ experiences. It is rewarding to know that a number of the students from the course benefited from it, in ways big and small (one is graduating from her PhD that focuses on language this spring!)

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