Long before I considered pursuing teaching as a career, education came to life for me through the lives of my teachers. Every day, from elementary school to graduate school, my teachers approached the curriculum passionately—posing thoughtful questions, encouraging diverse perspectives, and fostering an intellectual environment in which I could grow. Through their influence and example, not only did I find myself drawn to the ideals of inquiry and understanding, but I also found a vision for the kind of teacher I wanted to become: one who cares for others, inspires them to embrace challenges, and displays, through their own actions, a vigor for learning.
          My position as an English and Composition instructor at the Illinois Institute of Art-Chicago, and more recently, as a Rhetoric and English instructor at the University of Iowa, has allowed me to embody these principles in my own teaching practice. Engaging with students of varying age, academic ability, and socioeconomic background in these different academic environments has been instrumental in shaping my teaching philosophy and approach, which foregrounds the ways in which literature offers a platform for engaging with and understanding diverse narratives and worldviews. Within my classroom, I work to actively integrate a wide range of literary texts and discussions that reflect the varied backgrounds and experiences of my students, whether that be exploring global literary traditions or examining works from underrepresented voices in Victorian literature. This approach not only enhances their understanding of literary narrative but also fosters a deeper appreciation of how different perspectives shape our view of the world, encouraging empathy and critical thinking in the face of complex social and environmental issues.
          Given my specialization in nineteenth-century British literature, I often implement classic literary texts into my curriculum—sometimes to the chagrin of my students. As a means of overcoming this resistance, I have learned to adapt my teaching style to better suit my students’ needs, whether that be helping my students navigate linguistic challenges, encouraging them to seek out contemporary resonances within these texts, or providing students with the intellectual freedom to rethink their understandings of literature and media. Over the past five years, while teaching Interpretation of Literature at the University of Iowa, I have connected Lord Byron’s “Song for the Luddites” to Richard Milward’s surrealistic art exhibit Luddites Nightmares; Mary Shelley’s Frankenstein to Black Mirror’s “Be Right Back”; Charles Dickens’ “The Signal-Man” to Spike Jonze’s Her. I have crafted assignments that work to make the past present by asking students to identify contemporary anxieties in nineteenth-century periodical cartoons; to examine the evolving narratives around race and representation in J.M.W. Turner’s The Slave Ship; to rethink how the Rocky Picture Horror Show speaks to both contemporary and Romantic notions of gender identity. Teaching my students to draw parallels between historical and contemporary art and literature has allowed me to develop my own teaching abilities in ways that I never thought I could, in ways that I believe would benefit students who are looking to better understand the importance and applications of literature in their own artistic works and lives.
         My experience working in academic tutoring centers has also provided me with the opportunity to work one-on-one with a diverse range of students, including deaf students, neurodivergent students, ESL students, nontraditional students, and students from various cultural backgrounds. This hands-on experience has enriched my teaching approach, allowing me to tailor my instruction to meet the unique needs of each student. Whether it is adapting teaching materials and exercises for a deaf student, providing extra support for a neurodivergent learner, or using culturally sensitive approaches with ESL students, I have honed my ability to create inclusive and accessible learning environments. This not only aligns with my commitment to fostering diverse perspectives, but also underscores my dedication to ensuring that all students have equal opportunities to excel in their academic pursuits.
    Just as my teachers opened my eyes to the endless possibilities within the realm of education, I strive to illuminate those same pathways for my students, helping them to discover not only knowledge, but their potential and place in the world. By fostering a space where critical and creative thinking and expression are paramount, I hope to instill in my students the same enthusiasm for learning that my teachers instilled in me.