At Clemson University (2018-), I teach courses in American and World Literature. In the Spring of 2019, I will also teach a course in Transpacific Pop Culture.

My American Literature in Global Context course surveys American literature with an emphasis on transatlantic, transpacific, and hemispheric histories of slavery, migration, and other forms of travel. Students encounter a variety of genres: slave narratives, abolitionist speeches, the gothic, the detective story, the graphic novel, free verse poetry, the South Sea romance, and the modernist and postmodern novels. The course highlights historical events/processes from the Middle Passage to the Harlem Renaissance and the consequences of U.S. legislation such as the Chinese Exclusion Act, Executive Order 9066 (Japanese Internment), and NAFTA. Texts include Olaudah Equiano's Interesting Narrative (1789), Melville's Typee (1846), Nella Larsen's Quicksand (1928), Miné Okubo's Citizen 13660 (1946), and Karen Tei Yamashita's Tropic of Orange (1997).

My World Literature in Postcolonial Context course surveys world literature and film of the twentieth and early twenty-first centuries with emphases on histories of western colonialism, decolonization, and neocolonialism in Southeast Asia, Western and Central Africa, and the Caribbean. Students learn also encounter foundational works of postcolonial criticism, such as Frantz Fanon's Black Skin, White Masks (1952) and Edward Said's Orientalism (1978). Texts include José Rizal's Noli Me Tangere (1887), Jessica Hagedorn's Dogeaters (1990), Joseph Conrad's Heart of Darkness (1899), Wole Soyinka's Death and the King's Horseman (1975), George Lamming's In the Castle of My Skin (1953), and Jamaica Kincaid's A Small Place (1988). Films include Perry Henzel's The Harder They Come (1972), Francis Ford Coppola's Apocalypse Now (1979), and Taika Waititi's Boy (2010).

At Seminole State College (2017-18), I taught Introduction to Literature and Composition to students in my hometown of Sanford, Florida. My composition course emphasizes the development of research skills and framed writing as a process marked by recursive phases of planning, drafting, and revising. Drawing on the research of communications scholars such as Marshall McLuhan and Neil Postman, it also foregrounds the need for students to embrace and develop new forms of digital literacy in an age defined by rapidly-transforming social media and the spread of fake news.

At the University of Miami (2013-15), I developed and taught a thematic writing course called California in Literature and Film.  The course combines a focus on writing with the acquisition of basic research skills in Humanities and Social Science literature. Modules on Chicano/a cultures, Asian-American cultures, the Western, and the Hardboiled Detective narrative precede an independent research project on a cultural artifact (literature, film, television, or other media) pertaining to California or the American West.