PhD Student, University of Wisconsin–Madison
Teaching
Instructor
University of Wisconsin–Madison, Madison, WI
Intermediate Spanish (Fall 2020, Fall 2021)
Students in third semester courses review previous grammatical concepts, with a focus on the new grammatical concept of subjunctive vs. indicative mood. Flipped classroom design with a focus on interpersonal communication during classroom time. In Fall 2020, I taught this course online using both synchronous and asynchronous instruction methods.
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Wayne State University, Detroit, MI
Beginning Spanish (Fall 2018, Spring 2019, Fall 2019, Spring 2020)
Students in the first semester course are introduced to foundational concepts in the language, such as verb conjugation paradigms and grammatical gender. Teaching these courses provided an opportunity to adapt secondary teaching methods with older students.
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K-12 Teaching
Wayne Westland Community Schools, Westland, MI
AP Spanish (2015–2018)
Advanced* secondary Spanish course that prepares learners to take the AP exam. The course syllabus was created by myself and approved by the College Board after attending a weeklong workshop in course design.
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Spanish 4 (2015–2018)
Moves intermediate learners to an advanced proficiency, with an emphasis on using Spanish to learn content. Includes reading primary texts in Spanish as well as beginning literary analysis and writing argumentative essays.
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Spanish 2 (2013–2018)
Moves students from a beginner to intermediate low proficiency. Focus on moving beyond memorized phrases to create with the language. Continued development of cultural awareness with comparisons between own and others' cultures.
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Spanish 1 (2012–2015)
Introduces students to foundational concepts in the language, with the goal of achieving a beginner-high proficiency. Emphasis on cultural awareness and reflection on their own culture.
*A note about proficiency measures: Recognizing that proficiency measures and labels are contested, I use them here as a way to generally convey what I have taught to those who are familiar with a typical world language course sequence and ACTFL standards. This also recognizes that I have practiced what my research critiques.