I have taught writing, English for academic purposes, art history and museum studies. I approach all of my classes, whatever the topic, as a co-learner with my students and engage with them in dialogic processes of creating knowledge together. This page contains examples of the variety of courses I've created and taught over the years.
The most challenging and rewarding course I have ever led was a summer study abroad program in Kenya for Seoul National University (SNU) students that I developed and co-taught with my husband, David Wright. "SNU in Kenya" was sponsored by the SNU Office of International Affairs, and the 28 enrolled students each received six credit hours from the Department of Archaeology and Art History, College of Humanities. Our experiential learning curriculum was organized into three modules: (1) African Landscapes and Human Evolution, (2) Development Studies of Africa, and (3) Art and Culture of East Africa (view full syllabus). We visited museums, rock art sites, community centers, universities, and archaeological sites in Nairobi and western Kenya, and welcomed a variety of guest lecturers from across academia and industry. One of our students, SeungMin Hong, made a video that nicely summarizes the summer's adventures.
As an adjunct instructor in art history at SNU, I developed and taught an introductory course for undergraduates that surveyed broad periods of art from the Paleolithic period to the present day and explored classifications of "Western" versus "Eastern" art. As adjunct faculty at Arizona State University (ASU), I created and taught a graduate seminar in Museum Studies, "Museology 2.0," to explore uses of technology in museum settings through site visits and a collaborative assignment with the exhibit-planning seminar in the same program to create a multimedia component for an exhibit at the ASU Museum of Anthropology.
I currently teach writing and English for academic purposes in the College English Program at SNU using topics related to globalization and cultural exchange as points of inquiry (see example syllabus). I previously taught similar courses at Ewha Women's University where I also collaborated with the Office of International Programs at Drexel University in Philadelphia to create a global classroom initiative between Drexel and Ewha.
While completing coursework and a qualifying paper for my master’s degree in rhetoric at UIC, I developed curriculum for courses in college composition using sources from the academic, social, and cultural communities of Chicago. Examining and evaluating specific aspects of these communities encouraged students to negotiate skills such as summary, synthesis and analysis. Using the city as a resource enabled students to develop personal connections to their work and draw from their own experiences as a means of analysis, thus demonstrating how knowledge is situated and constructed. The following are examples of courses I created at UIC that used community-based curriculum to teach research and writing skills for undergraduate students: Art, Community and Social Change in Chicago and Beyond Hull-House: Settlements and Social Reform.