Embedded Files
This summer, I have led workshops with K-12 teachers from across New Haven. I've heard how these educators already employ the city's places to teach history and science, and then we've collaborated to develop more local environmental history curriculum. It has me champing at the bit to get back in the classroom.
This summer, I have led workshops with K-12 teachers from across New Haven. I've heard how these educators already employ the city's places to teach history and science, and then we've collaborated to develop more local environmental history curriculum. It has me champing at the bit to get back in the classroom.
At the college level, I have taught US and world history with topical emphasis on science, technology, and environment and temporal emphasis on the nineteenth and twentieth centuries. I would love to teach history or environmental studies courses emerging from my expertise in domestic spaces, incarceration, mobility/transit, geology, higher education, civil engineering, urban planning, and/or the Canal Age.
At the college level, I have taught US and world history with topical emphasis on science, technology, and environment and temporal emphasis on the nineteenth and twentieth centuries. I would love to teach history or environmental studies courses emerging from my expertise in domestic spaces, incarceration, mobility/transit, geology, higher education, civil engineering, urban planning, and/or the Canal Age.
In four years teaching at Montana State University, I enjoyed teaching to history majors and non-majors alike. The present-day experiences that students brought to class, whether roping with the rodeo team or taking an applied mathematics course, were personally edifying and shaped our collective studies of society. Years of engagement with the MSU Writing Center also allowed me to develop a practice of teaching writing while teaching history.
In four years teaching at Montana State University, I enjoyed teaching to history majors and non-majors alike. The present-day experiences that students brought to class, whether roping with the rodeo team or taking an applied mathematics course, were personally edifying and shaped our collective studies of society. Years of engagement with the MSU Writing Center also allowed me to develop a practice of teaching writing while teaching history.
Lifelong Learner
Lifelong Learner
I thought I was done with school settings after my undergraduate degree. The day final exams ended, I went to work on a nearby farm.
But by October, I was initiating a K-12 Farm-to-School program in rural Colby, Wisconsin. I haven't strayed far from teaching and learning since.
I later earned secondary science teacher certification. My thesis project for a Master of Arts in Teaching from Wayne State University involved using school gardens at a Detroit high school to intentionally broaden concepts of what scientific practices and scientists can look like.
Page updated
Google Sites
Report abuse