In my teaching, I support students in their own forms of knowledge creation. I see the classroom as a space for relational thinking. Facilitating, structuring, and guiding the creation of a class community each semester stands at the core of my teaching. I rely on non-hierarchical, inclusive, process-based practices in all of my classes. I structure my pedagogy around small group work, personal research, and close readings of secondary and primary source material. I believe that reading and writing well go hand-in-hand and aim to have my students practice both continually throughout the semester.

Courses taught/developed:

  • Energy, Environment, Protest: A course that traces the rise of the mineral energy regime in North America with a central focus on environmental justice issues. We look at case studies to understand intersectional power hierarchies of race, class, gender, and colonialism.
  • Craft of Historical Detection: A course focused on introducing students to college-level history and college life in general. We spend time in slow reading of primary and secondary sources, discuss the writing of historical narratives, and learn how to navigate college resources.
  • Everyday Life in America, 1600-1850
  • General US History Survey
  • Rachel Carson, Maine, and the Environment
  • Introduction to Maine Studies
  • Environmental Studies and Environmental Conservation
  • I am well prepared to teach U.S. women’s history, African American history, history of environmental movements, among others. I hold an MS in geography and could also teach courses in human-environment geography.
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