TEACHING POSTS

University of Baltimore, School of Communications Design

Special courses developed:

  • The Great Zombie: The Intersection of Popular Literature and Pop Culture
  • iBook, eBook, uBook: How Technology Has Changed Writing, Publishing, and Reading

Loyola University, Communication Department

Special courses developed:    

  • Book Publishing: From Idea to Writer, From Manuscript to Bound Book
  • Book Production: History, Typography, Design, and Formats
  • Book Marketing: 21st-Century Strategies for 15th-Century Artifacts 

Various Universities, Continuing Studies Divisions

Creative writing, book publishing, and marketing courses within adult education divisions at Johns Hopkins University, Community College of Baltimore County, and Anne Arundel Community College

Special courses developed:

  • Publishing Matrix and Self Wars: Options Beyond Legacy Publishers
  • Actual Towns and Fake Burgs: Crafting a Real Sense of Place in Fiction Writing
  • Literature studies on the work of Elizabeth Strout and George Saunders

 

TEACHING PHILOSOPHY

I would emphasize the key points of my teaching philosophy as a dynamic learner-centric approach, but within parameters to maintain basic course structure, heavy on experiential learning including the use of technology, rife with collaboration in its many forms, and an underlying current of flexibility or a willingness to (at times) divert from the syllabus down an uncharted path in order to arrive at the goals of art and education.

My teaching philosophy allows me to be taught.  I have some pretty tightly held opinions about what is “right” about publishing or “good” about literature, but I am no sage-on-the-stage. At this point, my engagement with literature is informed more from a life-long passion for reading, career-long exposure to publishing, and side-line forays into freelance writing than it is from formal study of fiction and poetry.  Recently, however, the muscles of theory and analysis have been bulked up by critical exercises and toned in academic gymnasiums.  I think this sort of development helps create an “amateur” approach to literature, in Stephanie Foote’s sense of the word, meaning a more “pedestrian pedagogy” that seeks to escape the distancing effect of mastery over a text from more ordinary reading practices, which in turn maintains a certain openness to the text upon returning to it again and again (“Amateur Hour: Beginning in the Lecture Hall.” Pedagogy, Volume 10, Number3 (2010), 457-470).

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