TEACHING
I have 20 years of experience in second/foreign language research, education, curriculum development, and assessment. I have taught all levels of English and Russian, Academic English, English for Specific Purposes, Cross-cultural Communication, and teaching methodology, among other courses. I have worked with in-service K-12 and university TESOL teachers, pre-service elementary-school teachers, and second/foreign language learners at elementary- and secondary-school, undergraduate, graduate, and post-graduate levels. I designed curricula and language learning and assessment materials, and trained language instructors and materials developers in over 40 different languages. I have extensive experience in educational technology have taught both hybrid and fully online courses.
I currently teach English for Academic Purposes to international graduate students at the George Washington University (GW). The primary objective of my courses is to develop students’ understanding of writing and speaking conventions in their disciplines and ability to communicate in oral and written English in academic contexts.
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GW FACULTY HONORS: BENDER TEACHING AWARDS
Working with international students at the GW's Mount Vernon Foreign Language Café. Read more at GW Today.
With international medical research fellows from the Medical Research Fellowship Program at the GW School of Medicine and Health Sciences (SMHS).
I co-chair the Scholarship of Teaching and Learning (SoTL) committee spearheading the SoTL initiative on campus and was a co-organizer of and an abstracts reviewer for the first poster session on SoTL at GW, 2016.
I have received several awards for excellence in teaching, most recently, the Morton A. Bender Teaching award at the George Washington University in 2014. As a recipient of the award, I serve as a member of the GW Academy of Distinguished Teachers (ADT).
COURSES TAUGHT
Academic Writing and Research (EAP6111/6110), George Washington University: Fall 2011 (2 sections, 36 students), Fall 2012 (2 sections, 36 students), Spring 2013 (2 sections, 28 students), Summer 2013 (2 sections, 25 students), Fall 2013 (2 sections, 36 students), Spring 2014 (1 section, 18 students), Summer 2014 (2 sections, 24 students), Fall 2014 (2 sections, 34 students), Summer 2015 (2 sections, 28 students), Fall 2015 (3 sections, 41 students), Summer 2016 (2 sections, 21 students), Fall 2016 (2 sections, 33 students).
Academic Communication (EAP 6000), George Washington University: Spring 2015 (1 section, 12 students).
Teaching Language Arts in Elementary School (EDCI 643), College of Education, University of Maryland: Summer 2016 (1 section, 15 students).
Research Writing, Medical Research Fellowship Program, School of Medicine and Health Sciences, The George Washington University: Summer 2016 (1 section, 24 students).
Current Issues in Teaching English as a Second Language, Elliott School of International Affairs, George Washington University: January-February 2015 (6 students).
English Communication and Culture/Teaching Methods, Center for Language Education and Development, Georgetown University: Summer 2014 (1 section, 25 students).
Passage Rating, National Foreign Language Center, University of Maryland: Fall 2006, Spring 2007 (20 students in each course on average).
Developing and Reviewing Skills-Building Learning Objects in Reading and Listening, National Foreign Language Center, University of Maryland: Fall 2006, Spring 2007, Fall 2007 (20 students in each course on average).
Developing and Reviewing Comprehension-Check Learning Objects in Reading and Listening, National Foreign Language Center, University of Maryland: Fall 2007, Spring 2008 (20 students in each course on average).
Second Language Learning and Teaching, National Foreign Language Center, University of Maryland: Fall 2006, Spring 2007, Fall 2007, Spring, 2008, Fall 2008 (20 students in each course on average).
Intensive Elementary Russian 101 (RUSS101), University of Maryland: Fall 2003 (2 sections, 28 students, Fall 2004 (2 sections, 30 students).
Intensive Elementary Russian 102 (RUSS102), University of Maryland, College Park: Spring 2004 (two sections, 22 students), Spring 2005 (two sections, 19 students).
Advanced Russian 301 (RUSS301), University of Maryland, College Park: Fall 2001 (2 sections, 18 students), Fall 2002 (2 sections, 22 students).
Advanced Russian 302 (RUSS302), University of Maryland, College Park: Spring 2002 (2 sections, 16 students), Spring 2003 (2 sections, 15 students).
Russian for Heritage Speakers 1 (RUSS398H), University of Maryland, College Park: Fall 2002 (1 section, 14 students).
Russian for Heritage Speakers 2 (RUSS499), University of Maryland, College Park: Spring 2003 (1 section, 12 students).
English as a Foreign Language (grades: 3, 4, 5, 8, 9, 10 ), Slavic-Anglo-American School (SAAS), Moscow, Russia: 1988-1992.
History of Great Britain and the US in English (grades 8, 9, 10), Slavic-Anglo-American School (SAAS), Moscow, Russia: 1988-1992.
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Intensive Advanced English for Adults, Slavic-Anglo-American School (SAAS), Moscow, Russia: 1991-1992.
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TOEFL preparation courses, Slavic-Anglo-American School (SAAS), Moscow, Russia: 1991-1992.
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INVITED TALKS/ WORKSHOPS
Maximizing Students’ Learning in Our Digital Era. University of the District of Columbia, USA, 2016.
Resources for Teachers of English Learners. Office of English Language Acquisition (OELA). U.S. Department of Education, Washington, DC, 2010.
LangNet and Its Learning Objects. Two-day workshop for faculty and students, Anderson Technology Center, Colorado University, USA, 2007.
My Road to Superior Level of Proficiency in English. Conference of the Coalition of Distinguished Language Centers, Washington, DC, USA, 2003.
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CAMPUS WORKSHOPS
Introduction to the Scholarship of Teaching and Learning. A Brown Bag faculty workshop, CCAS, George Washington University, 2016.
What You Need to Know about Second Language Development and How You Can Help Your International Students Effectively. A series of workshops for graduate assistants at the University Writing Program and Language Center, CCAS, The George Washington University, 2015-2016.
What is Academic Writing? A workshop for International Graduate Students. The Elliott School of International Affairs, The George Washington University, 2014
Research Writing for International Graduate Students. Graduate School of Education and Human Development, The George Washington University, 2014.
Using MoPad for Online Collaborative Writing in a Second-Language Classroom. Language Center, The George Washington University, 2014.
Teaching Conversation with WebCT. Center for Teaching Excellence, UMD, College Park, 2003.
Methods of Teaching EFL in K-12. A series of workshops for faculty, SAAS, Moscow, Russia, 1990-1992.
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In 2015 participated in the 2014-15 Peer-Reviewed Exploration in Teaching (PRET) program organized by GW’s University Teaching and Learning Center (UTLC) piloting a "flipped classroom" approach in an EAP course at the graduate level.
With a group of EFL teachers from China, Georgetown University, summer 2014. The course covered issues in English teaching methods and English communication and culture.
Representing the National Clearing House of English Language Acquisition (NCELA) at the National Conversations on English Learner Education sponsored by the U.S. Department of Education’s Office of English Language Acquisition (Los Angeles, 2011).