Since August 2016 I have taught in the English department at Northern Illinois University. I teach the two-semester sequence, ENGL 103, “Rhetoric and Composition I,” and ENGL 203, “Rhetoric and Composition II.”
In addition, I have taught with ELS Language Schools in Marietta, GA (2013), Romeoville, IL (2015-16), and DeKalb, IL (2016-present); all ESL levels at the Latin American Association in Atlanta (2012-15); at the Asociación de Institutores y Trabajadores de la Educación del Cauca (ASOINCA) teachers syndicate, Colegio Gimnasio Moderno and Vancouver Language Institute in Popayán, Cauca, Colombia (2011); and among active-duty officers, enlisted, national guard and cadets as part of the U.S. Army Cultural Understanding and Language Proficiency program (CULP) (2013-15). In the CULP role, as an employee of the University of North Georgia, I served as director of instruction for language courses with Dragūnų batalionas in Klaipėda, Lithuania (2013); with Comando da 1ª Região Militar and Centro de Instrução Militar “Zeca Santos” in São Vicente, Cape Verde (2014); and with the Armed Forces Academies Preparatory School (โรงเรียนเตรียมทหาร) in Nakhon Nayok, Thailand (2015).
I am conversational in Spanish. My formal certification is in TEFL (Teaching English as a Foreign Language) from the TEFL Institute, Chicago. This is a 120-hour certificate with practicum.
As of May 2017, I had tutored 360 hours in academic writing, SAT and ACT prep, and English as a Second Language; see my profile on WyzAnt for student rankings and comments. At the ESL Center at Northern Illinois University, I have tutored an additional 135 hours, editing undergraduate and graduate-student research, practicing conversation, and preparing teaching assistants for the ETS SPEAK test.
A self-designed syllabus and learning plan for the required freshman-composition course at Northern Illinois University. Also includes rationale for the course design.
Class syllabi for adult ELLs and site-specific EFL curricula for overseas language exchanges
Assorted individual class designs and artifacts for ELL and academic-writing instruction, and for leading reflection among a teaching cohort