Background and Skills

My education and training has been in literature (medieval English, specifically), composition, and music, but also includes a significant amount of continuing education coursework in pedagogy and instructional design. In addition to working on “pure” medieval literature (literature actually written between about 900 CE and 1500 CE), I also work heavily in medievalism, the study of how later periods envision and re-create Medieval Europe for their own purposes. It’s through this field that I’ve turned my personal love of gaming (board games, tabletop role playing games, video games of all sorts) to a more productive end, studying games for both their new takes on old eras and for their peculiar narrative qualities, which are very different from linear narratives like novels and even drama and film. My interest in games extends not only to their narrative possibilities, but also to their potential for use in education; gamification is a strategy that holds great potential for making many skills and fields of knowledge more accessible.

General Skills

I’m a quintessential humanities major: my most useful abilities are my strong critical engagement with the world and people around me, and my deep curiosity about almost everything I encounter. I have a BA in English Literature and Music (Harp and Voice) from the College of William & Mary, and an MA in English Literature from the University of Rochester.

  • Critical thinking and general skepticism
  • Analysis, particularly verbal and image analysis
  • Identifying and solving problems
  • Adaptability
  • Open web and deep web research
  • Adept at introducing educational models and strategies to faculty and staff
  • Perceptive and careful listener
  • Strong public speaking skills
  • Collaboration with departmental colleagues and across department lines
  • Adaptable, wide-ranging writing skills
  • Able to remain diplomatic under challenging conditions


Teaching

  • Formal training in composition pedagogy
  • 15 years’ experience teaching different levels of undergraduate composition courses
  • Strong record of effective instruction of diverse student groups, including minority students, students with disabilities, and military students
  • Flexible and adaptable teaching strategies to meet a range of situations and student needs


Instructional Design

  • Designed in a range of LMS: Web CT, Blackboard, Angel, Educator, and Sakai; basic familiarity with Canvas and Moodle
  • Strong commitment to and experience with Universal Design principles
  • Familiar with the Quality Matters framework
  • Adept with the Community of Inquiry framework (using a streamlined ADDIE model)
  • Quick to adapt to new technology
  • Conversant with the integration of a varied multimedia elements
  • Proficient in the use of Open Educational Resources
  • Enjoy researching and testing different educational models and strategies


Music

  • Intermediate-advanced harpist, with particular focus on folk music of the British Isles, early music, sacred music, and lever-harp friendly classical pieces
  • Mezzo-soprano soloist and choral singer
  • Intermediate violinist, with particular focus on Scottish fiddle and classical violin
  • Experience playing weddings, funerals, church services (holidays and regular weekly), and other events


Independent Worker

  • 7 years as a remote faculty member and course designer
  • Able to manage multiple long- and short-term deadlines effectively
  • Experience juggling multiple projects simultaneously


Software and Programming

  • Microsoft Word, Excel, PowerPoint
  • Adobe Acrobat DC, Connect, Photoshop, Dreamweaver
  • The GIMP (GNU Image Manipulation Program)
  • Course Management Systems: Sakai, Blackboard, Angel, Canvas
  • HTML, XHTML (working proficiency)

Languages

  • French (working proficiency)
  • German (beginning)
  • Swedish (beginning)
  • Latin (working proficiency)
  • Old English (working proficiency)
  • Middle French (working proficiency)
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