Please contact me for teaching materials, history, and resources.
My teaching practices are informed by commitments to collective access and collaborative design. Here, ‘collective access’ refers to the idea that ‘access’ should be understood as an ongoing collective practice rather than (eg) the standard individual accommodations. (My understanding of collective access is strongly influenced by the work of Leah Lakshmi Piepzna-Samarasinha, among other disability activists and theorists). ‘Collaborative design’ refers to the idea that all course members should have opportunities to influence the direction of a course, including content, structure, and evaluations. I believe this is necessary not only for accessible and accountable teaching, but also to bring academic norms out from behind the scenes, and open them up to conversation and change.
- Ongoing pedagogical research: I am continually updating my teaching theory and practice, with a particular emphasis on accounting for disability and accessibility (broadly construed). I will occasionally post resources to this page, including exercises or strategies, but am more regularly available by email to discuss accessibility and teaching.
- Disability and laptop bans (10/18): Some of my recent reflections on the absence of disability in pedagogical research appear in an interview conducted by Shelley Tremain. (Scroll down to the last third of the interview for this topic).
- Engagement self-reflections (09/18): Below this paragraph is a link to download a copy of the handout I used earlier this summer on “engagement” (a term I currently prefer to “participation”) for a course I was instructing. This handout was accompanied by: (i) a discussion in class, where we collaborated on other ways that engagement might happen, how we can support each other, or what changes I as an instructor might need to make to my practices or expectations; (ii) a longer updated document based on our conversation that included examples and responses to some worries, strategies for writing and supporting claims, and links to relevant resources; and (iii) further conversations over the remainder of the course about what changes needed to be made to the assessment, or our course more generally. I used a similar assessment tool as a graduate teaching assistant for discussion sections in bioethics with positive feedback. I will be revising this for future teaching appointments to reflect different contexts and needs (e.g., this handout was designed for an accelerated upper-year summer course; and my next appointment will be running discussion sections for a full-year entry-level course).