Teaching

My teaching practice is rooted in empathy and recognition of student agency. Through my experiences with managing a museum department, I know that intellectually rigorous work should not require sacrificing mental and emotional well-being. The rigor I instill in my classes comes from the trust I place in students to fully pursue their intellectual interests.

Below you will find a list of my teaching experiences. I have taught both college-level courses and workshops intended for the general public.

Museums & Crisis

This upperclassmen seminar explored different social justice issues affecting museums today. I divided the course into different units focusing on decolonization, systemic racism, and climate change, and demonstrated through lectures, discussions, and presentations how these different issues intersect.

As course instructor, I designed every aspect of this class, from course readings to class assignments. Throughout the semester, students conducted an independent research project. Students could choose from one of three formats: a research paper, an exhibition or educational proposal, or a creative format such as a podcast or digital magazine.

Utopia in the Americas

For this class, I led a weekly discussion section, and graded all assignments for that section. I also designed and gave a lecture on artists’ colonies as utopian communities.

Keio/W&M Cross-Cultural Collaboration

In this 2-week summer course, students from Keio University travel to William & Mary for an immersive American Studies experience. As course instructor, I led daily discussions based on lectures given by different guest speakers, graded journal essays, assessed final presentations on an assigned topic, and drove students to class, field trips, and other locations in a passenger van.

Weekend Printmaking Workshop

I taught this weekend workshop in conjunction with a relief print show I had curated at the Roswell Museum. The workshop combined art history with studio practice. I took students through the exhibition after giving a lecture on the history of printmaking. I asked each student to pick a work they liked or disliked and explain their response using the printmaking terms I’d introduced in the lecture. The remainder of the workshop focused on studio work. I gave a demonstration on carving and printing linocuts, then had the students spend the remainder of the workshop time to making their own prints. This class was open to the general public, with participants ranging from elementary school students to retirees.

Art History 101 and 102

As teaching assistant, I read response papers and recommended grade ranges to the professor. I also led writing workshops and two class-length discussions. One discussion took place in the classroom, the other at the Clark Art Institute.