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Public Humanities

Teaching

CV

Students often ask: “What do we do with the information we learned in this class? How do we talk about this stuff with people who aren’t in this class?” Across my courses, students answer these questions by completing “translation assignments,” through which they translate course material into alternative mediums and for audiences beyond our classroom. Helping students learn how to communicate academic ideas in innovative and creative ways—which requires an engagement with texts deeper than that required for even the most sophisticated in-class conversations—comprises the backbone of my award-winning pedagogy. 

How this approach plays out differs based on the class. For the last few years, my students’ final course projects have included producing analog board games, which we then play at popular game nights on campus. Other examples of assignments my students have completed include writing and circulating jokes, creating collective collages out of their individual semester-long media journals, organizing a Reproductive Justice 5k, and putting on a theatrical production of Jane: Abortion and the Underground. 

My approach to teaching is both informed by and informs my commitment to the public humanities. But it also departs from traditional ways of conceptualizing the public humanities, which focus on scholars sharing their own research. Across my courses, students develop capacities for circulating feminist and queer work themselves.