u of a teaching experience
2014-2017
Disability & Psychoeducational studies
College of Education
While working on my doctorate degree at the University of Arizona, I have had the honor and privilege of having Dr. Nancy Mather as my major advisor. Aside from her guidance and support in research and coursework, I learned the art and skills of developing presentations and teaching to adults. Dr. Mather has a wealth of knowledge in the areas of reading, writing and math instruction and assessment for those with learning disabilities. I will be eternally grateful for the knowledge she has passed on to me. I co-taught all four of her courses in assessment and instruction of high incidence learning disabilities and have included details of the courses below, along with other courses I have taught at the UofA.
Early Childhood Assessment & Intervention (Spring 2017)
Co-taught an in-person course for graduate students in the School Psychology Program with Dr. Jennifer Kirkpatrick, my minor advisor, as the lead instructor. This course covered several areas relevant to early childhood development (birth through age 8): assessment and diagnosis of disabilities and prevention and intervention of children with or at risk for disabilities. Some of my responsibilities included development and presentation of material for lecture, reviewing student assessment data and psychoeducational reports, organization of community volunteers for assessment practice, and holding office hours to provide student support.
Co-taught an in-person course for graduate students in the School Psychology Program with Dr. Jennifer Kirkpatrick, my minor advisor, as the lead instructor. This course covered several areas relevant to early childhood development (birth through age 8): assessment and diagnosis of disabilities and prevention and intervention of children with or at risk for disabilities. Some of my responsibilities included development and presentation of material for lecture, reviewing student assessment data and psychoeducational reports, organization of community volunteers for assessment practice, and holding office hours to provide student support.
Please click on the video below to see an example of a presentation on the low incidence disability, Rett syndrome, that I developed for the early childhood course.
Consultation & Collaboration for Special Needs Students (Spring 2017)
As a teaching assistant to Dr. Maria Nahimas, I used an on-line platform to support a hybrid undergraduate and graduate course on collaborative skills between teachers, specialists, administration, and parents. I developed, graded, and provided feedback to over 50 students on weekly online discussion posts, provided curriculum support to students, and developed supplemental learning materials.
Consultation & Collaboration for Special Needs Students (Spring 2017)
As a teaching assistant to Dr. Maria Nahimas, I used an on-line platform to support a hybrid undergraduate and graduate course on collaborative skills between teachers, specialists, administration, and parents. I developed, graded, and provided feedback to over 50 students on weekly online discussion posts, provided curriculum support to students, and developed supplemental learning materials.
Academic Assessment of Students with High Incidence Learning Disabilities (Fall 2015)
Assisted Dr. Nancy Mather in this graduate-level course to students seeking degrees in special education and school psychology. Course content focused upon formal assessment tools such as the Woodcock-Johnson, informal assessment, diagnostic teaching, and implementation of individualized instructional programs. My responsibilities included editing lecture material, providing supplemental materials, meeting with students weekly for course tutoring, and reviewing student assessment protocols and reports.
Assisted Dr. Nancy Mather in this graduate-level course to students seeking degrees in special education and school psychology. Course content focused upon formal assessment tools such as the Woodcock-Johnson, informal assessment, diagnostic teaching, and implementation of individualized instructional programs. My responsibilities included editing lecture material, providing supplemental materials, meeting with students weekly for course tutoring, and reviewing student assessment protocols and reports.
Academic Applications for High Incidence Learning Disabilities (Spring 2015)
Co-taught an in-person graduate-level course focused upon evidence-basedmethods and strategies for instruction in oral language, reading fluency, reading comprehension, written expression, and math problem solving for students with high incidence learning disabilities, K-12
Co-taught an in-person graduate-level course focused upon evidence-basedmethods and strategies for instruction in oral language, reading fluency, reading comprehension, written expression, and math problem solving for students with high incidence learning disabilities, K-12
Special Education Internship (Spring 2015)
Co-taught an in-person graduate-level course focused upon evidence-based methods and strategies for teaching K-8 special education students. Supervised pre-service special education teachers’ abilities to apply andpractice learned teaching skills in a classroom setting
Co-taught an in-person graduate-level course focused upon evidence-based methods and strategies for teaching K-8 special education students. Supervised pre-service special education teachers’ abilities to apply andpractice learned teaching skills in a classroom setting
Introduction to High Incidence Learning Disabilities (Fall 2014)
Served as a teaching associate for an in-person and online undergraduate and graduate-level course including the history, definitions, current issues, characteristics, theories, and educational programming of students with intellectual disabilities, learning disabilities, emotional or behavioral disorders, attentional disorders, and physical disabilities.
Served as a teaching associate for an in-person and online undergraduate and graduate-level course including the history, definitions, current issues, characteristics, theories, and educational programming of students with intellectual disabilities, learning disabilities, emotional or behavioral disorders, attentional disorders, and physical disabilities.
Basic Academic Skills for High Incidence Learning Disabilities (Fall 2013)
Served as a teaching associate for an in-person graduate-level course focused upon evidence-basedmethods and strategies for basic skill instruction in reading, spelling, and math computation for students with high incidence learning disabilities, K-12
Reviewing evidence based reading practices for
phonological awareness to a group
of graduate students.