Teaching Approach
Teaching is central to my academic mission of improving access and equity through quality interpreter education. My approach centers on ensuring students master essential disciplinary knowledge while actively engaging in their learning process—a balance that’s particularly critical in ASL and interpreting education where theoretical understanding must integrate with practical skill development.
I use evidence-based pedagogical approaches that my research directly informs. The flipped classroom model allows students to work on foundational concepts (remembering and understanding) before class, freeing our time together for higher-order thinking: applying, analyzing, evaluating, and creating. This approach ensures students receive feedback and support precisely when tackling the most challenging aspects of their learning.
I’m committed to responsive teaching. I regularly revise courses based on student feedback and assessment data, while maintaining rigorous learning outcomes. My assessment philosophy recognizes that language acquisition and interpreting skill development are not linear—I allow revision and resubmission, focusing on growth over time rather than single-point-in-time performance.
Read more about my teaching approaches:
- Blog post on attendance policies
- More to come…
Courses taught at Oklahoma State
ASL 1713 – American Sign Language I & ASL 1813 – American Sign Language II
Using a flipped classroom approach, students preview vocabulary and grammatical structures before class, then spend class time actively using the language in pairs and small groups. I circulate during practice to provide immediate, targeted feedback when students need it most. This structure maximizes the value of our face-to-face time for skill development.
Syllabi available up on request.
ASL 3713 – Introduction to Interpreting
The foundational course for interpreting students is structured around the Sociocultural Model of Interpreting (SCMI) and is a research embedded course. This framework helps students understand interpreting as a multifaceted practice that goes far beyond language transfer. The SCMI becomes the organizing principle students build upon throughout their interpreting coursework, providing a coherent foundation for understanding the complexity of the field. Students read research articles and practice analyzing data from interviews with professional interpreters.
Syllabus available upon request.
ASL 3733 – Consecutive Interpreting
Development of consecutive interpreting skills with attention to message analysis, cultural mediation, and ethical decision-making. Students practice with progressively complex texts while building their analytical skills and learning to self-assess their work (immediate and retrospective TAP, and guided reflection activites). Course includes regular reflection assignments that encourage metacognitive awareness about their developing practice.
Syllabus available upon request.
ASL 3813 – Linguistics of ASL
Exploration of ASL linguistic structure including phonology, morphology, syntax, semantics, and discourse. Uses a flipped model where students engage with foundational concepts before class, then apply linguistic analysis to authentic language samples during class sessions. I’ve revised this course multiple times based on student feedback to better balance pre-class preparation with in-class application, resulting in improved engagement without compromising rigor.
Syllabus available upon request.
ASL 4550 – ASL Studies Research
An independent study course providing hands-on research experience in the ATLAS Research Lab. Students work collaboratively on active research projects, contributing to literature reviews, research design, data collection, analysis, or dissemination activities. This course embeds undergraduate research experiences into their academic program while supporting faculty research productivity—a model I’m currently writing about for publication.
View the Syllabus | Learn more about the ATLAS Research Lab
ASL 4723 – Simultaneous Interpreting
Advanced skill development in simultaneous interpreting. Builds on the SCMI framework from earlier courses as students navigate the complex dynamics of real-time interpretation. Uses a growth-oriented assessment approach where students complete self-assessments with each assignment and submit final portfolios demonstrating development toward learning outcomes rather than meeting specific benchmarks at arbitrary points in the semester.
Syllabus available upon request.
ASL 4003 – Practicum I
Bridges classroom learning and professional practice by preparing students for their interpreting internship (Practicum II). Students complete 40 hours of observations across diverse interpreting settings, analyzing professional and ethical decision-making in real-world contexts. The course emphasizes professional development through portfolio creation, case conferencing discussions, and networking with working interpreters and agencies. Students explore career pathways while developing skills in analyzing demands, evaluating ethical choices using the NAD-RID Code of Professional Conduct, and managing the practical logistics of interpreting work. Culminates in securing an internship placement for the following semester.
Syllabus available upon request.
HONR 2890 – Introduction to Deaf Literature: Honors Add-On
The first Deaf Literature honors add-on course at OSU, strengthening partnerships between ASL Studies and the Honors College. Students explore deaf and hard of hearing people’s lived experiences through novel, memior, and other texts and media. Student feedback has been particularly positive about how the course deepened their cultural understanding beyond what they gain in language courses alone.
Syllabus available upon request.