Fall 2007: This class covers film history from its inception to 1940, including films from France, Japan, Germany, Russia, and the US. The course emphasizes the interplay between technological, economic, aesthetic, and social/cultural approaches to film history. This course was designed to encourage student collaboration through use of a class wiki.

Fall 2007: This class covers film history from its 1940 to the present, including films from France, Japan, Hong Kong, the United Kingdom, and the US. The course emphasizes the interplay between technological, economic, aesthetic, and social/cultural approaches to film history. This course was designed to encourage student collaboration through use of a class wiki.

Fall 2006: This class covers film history from its inception to 1945, including films from France, Japan, Germany, Russia, and the US. The course emphasizes the interplay between technological, economic, aesthetic, and social/cultural approaches to film history.

Fall 2006: This class on media theory addresses three main questions: How do visual media represent reality? How do visual media affect viewers? What are different ways we can write about visual media? The course discusses theorists such as Bazin, Eisenstein, and Lev Manovich, and media such as film, photography, still art, and videogames.

Fall 2004-5: Lecturer for a large survey class on film history, covering films from France, Japan, Germany, Russia, and the US. The course emphasized the interplay between technological, economic, aesthetic, and social/cultural approaches to film history. I modified the existing course to include substantial material on historiography. In addition to lecturing, I led one discussion section and supervised a graduate student TA. See the syllabus and assignments: 2004, 2005.

I also was the teaching assistant for this course in Fall 2003. My responsibilities included designing content for and leading four discussion sections of twenty students each, grading test and papers, and providing input on assignments. I also designed a course website which can be found here.

Summer 2004: Lecturer for a survey class on documentary, covering documentary film from the earliest days of cinema to the present day. I concentrated on two historical threads: how historical context influences documentary production, and how documentary genres, which have varied wildly through history, depend on distinct aesthetic goals. In addition, I introduced students to documentary theory (Nichols, Carroll, Plantinga) and encouraged them to think about how theoretical issues can be informed by a historical understanding. See a full syllabus and assignments here.

Spring 2004: Teaching assistant for a large survey class on film styles and genres. The course examined the history of group styles, including French Impressionism, Soviet Montage, and Neorealism. It also explored the idea of directorial styles using Ozu as a test case. Finally, it looked at genres and genre theory, concentrating on the genres of horror, comedy, and art cinema. My primary responsibilities were designing and leading four discussion sections and grading assignments. I also gave two lectures on comedy history and theory.

Summer 2003: Instructor for a writing-intensive course that introduces students to research methods, argumentation, and public speaking. Students in this courses write and deliver four speeches of increasing difficulty, including a persuasive speech that requires substantial research. Speeches are revised after a peer-review of a first draft and receiving instructor comments. The course is a more advanced version of Introduction to Speech Composition. It fulfills a university composition requirement and is taken primarily by upper-level students. I taught one section of fifteen students.

Fall 2002-Spring 2003: Teaching assistant for an introductory video production course with both practical and classroom instruction. I was responsible for two lab sections of fifteen students each. Lab sections were two hours each twice a week, and the course had two fifty minute lectures each week as well. The lectures provided general production concepts, and the labs provided hands-on instruction for equipment (cameras, lighting, audio production, live studio production, and non-linear editing) and workshopping of scripts and videos. A website created for my sections is here.

Fall 2001-Spring 2002: Teaching assistant for a writing-intensive course that introduces students to research methods, argumentation, and public speaking. This course does not have a separate lecture, and I was responsible for all aspects of my sections. Students in this courses write and deliver four speeches of increasing difficulty, including a persuasive speech that requires substantial research. Speeches are revised after instructor comments and peer-review of a first draft. The course fulfills a university composition requirement and is taken primarily by first-year students. I taught two sections of fifteen students each. A course website is here.

To be updated...

To be updated...

To be updated...