teaching portfolio

“I feel like [the course] broadened my horizons and allowed me to engage and learn more about the society and media that we are surrounded by each day! I’m excited to take what I have learned from Professor Madewell and put it out into the world! She did amazing. [As] a teacher the contact was always there if we needed her and if I ever had questions! She always had open discussions when we needed instant information or was always on top of your emails and got back very quickly! I really enjoyed this class.”

spring 2022 student course evaluation


Curriculum Vitae

Professional and teaching experience, grant and other awards, service and skills.

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Course overview and objectives, policies, contact information.

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Course Podcast

Course Podcast: Making Gender Visible, 4+ minutes.

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Teaching Philosophy

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Teaching Evaluation

Teaching Evaluation [& what I learned from employing online technologies] 

This spring term I improved my teaching in making clearer connections to the learning activities and assessments and the course objectives. I designed the course with stronger sequential learning, whereas students connected foundational feminist scholarship to more recent feminist work by Brittney Cooper via Eloquent Rage. The accompanying image demonstrates a Canvas course page in which the course and module objectives are made clear: the learner understands “why” they are reading these 7 pages, or what they will be able to “do” after this learning activity and aligned assessment, who produced this knowledge, and why this text is relevant.

Continuous Improvement and Growth: 

  • While I currently assess student learning and foster community via discussion boards in the online learning environment, I can improve this learner-to-learner interaction with assigned discussion roles and leaders. Students would begin (starter), continue or move along the conversation (provocateur), or summarize the conversation (landscaper). This method would allow students to lead and take ownership of their own learning. 
  • I am interested to employ “ungrading” in my fall Introduction to Women’s and Gender Studies course, and I am currently designing my course with this approach in mind.  

Ungrading can be employed via a spectrum, such as not assigning any grade until the final grade so that learners can engage in intellectual curiosity and follow paths that excite them, rather than focusing on completing assessments to earn a score. However, ungrading can also mean no final grade is assigned, but rather the course is Pass/Fail, or faculty can grade some but not all the assessments. 

For example, my syllabus grading policy highlights: 

“I will ask you to reflect and identify your final grade in this course based on your achievement of the course and module objectives. It is important to me that I am not the sole decider of your final grade, but that you are an active participant in thinking about your contributions to our community and to reaching the stated objectives. The weekly check-in assignments and my consistent feedback will provide reflection opportunities on your progress toward earning the objectives.” 

  • In considering power dynamics within the online environment, how can students be architects of their own learning experiences? I am interested to pursue pathways that allow students to dive deeper into content, such as studying advanced feminist and gender theories. Mastery Paths in Canvas is one but not the only option. Instructors can customize learning experiences for students based on their performance. The idea of Mastery Paths is that if a learner needs more time or material to study before moving on, they progress via one path with another reading or video, for example, and then improve their attempt at the assessment. Alternatively, pathways could mean choosing between two different case studies within the same broad topic. Within a Univesal Design for Learning (UDL) framework, learners could take different paths to demonstrate their learning (essay vs. Infographic, for example).