My teaching experience and interests

I believe that teaching and learning consist of dynamic and complex interactions and encounters. Teaching introduces delightful and challenging relationships between students, teacher, the subject matter, and the world. I design courses with concern for the critical content of my discipline, structuring them with the expectation that each class brings its own unique set of factors and establishes its own community of learning.

Courses Taught

  • REL/HIST 204 Religion in America
  • REL 130 Faith, Life and Service
  • REL 101 Old Testament (Hebrew Bible)
  • REL 102 New Testament (Christian Scriptures)
  • REL 231 Women and Religion
  • REL 221 Christian Faith, Peace, and Justice
  • REL 222 Internship in Ministry
  • REL 277 Studies in Religion, Great Couples of the Bible

Student Evaluations

Fall 2016-Spring 2017

Fall 2015-Spring 2016

Fall 2013-Spring 2015

Teaching Statement

The most energizing and fulfilling part of my position is engaging students in the classroom. Students pick up on the energy I bring to my classes. Students overwhelmingly use the words "passionate" and "engaging" to describe my style in teaching evaluations.The highest rated category from Fall 2011 to Spring 2014 (before the evaluation forms changed) was my ability as an instructor to demonstrate respect for all students. Remarks on evaluations reflect that I answer questions respectfully. This high mark comes from my awareness that an introductory course in religious studies can be challenging for undergraduates, particularly those who come from devotional communities in which critical, historical, or cultural questions are not regularly engaged. I strive to create a classroom environment that is communal in nature, in which questions are welcomed and discussion encouraged. The second highest rated category is my strong demonstration of a command of the subject matter. I pass along the importance of my discipline to students in my classes and I expect to update my skills regularly, therefore, being involved in the wider academy in my field remains important to me as a teacher-scholar.