Clinical Assistant Professor of Liberal Studies
Ph.D., New York University, English and American Literature
Areas of Interest: Literature; Theory; Rhetoric; Philosophy; Romanticism; Psychoanalysis; Film
Course(s) Taught: Cultural Foundations I, II, & III
Teaching Statement: I teach primarily in the fields of literature and the arts which emerged historically as primitive intellectual resources for problem solving long before they became aesthetically idealized. In part works of art become canonical on the basis of the kinds of problems to which they are responding and their success in solving those problems. Understood in this way the history of the arts provides a model or template for problem solving activity that my students and I not only study but implement in the classroom as well. My teaching is thus quite naturally informed by a pedagogical approach known as problem based learning (PBL), which “begins with the assumption that learning is an active, integrated, and constructive process influenced by social and contextual factors” and in which “students work … to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills.” ("Speaking of Teaching," Stanford University Newsletter on Teaching, 11. 1, Winter 2001).
- Guest Co-Editor, Special Issue on “Afterlives of Deconstruction,” Revista de Letras, 49.2 (2009).
- “Toward a Sovereign Cinema: Georges Bataille’s Hiroshima Mon Amour,” Literature / Film Quarterly, 38.4 (2010).
- “The Afterlife of Dead Metaphors: On Derrida’s Pragmatism,” Revista de Letras, 49.2 (2009).
- “Irony’s Resistance to Theory: Pragmatism in the Text of Deconstruction,” Angelaki: Journal of the Theoretical Humanities, 13.3 (December, 2008).
- “Romantic Ignorance: The Hope of Nonknowledge,” Angelaki: Journal of the Theoretical Humanities, 10.3 (December 2005).