Teaching a course on Alexander PushkinTitolo: Aleksandr Puškin: poeta, profeta e mito (Alexander Pushkin: Poet, Prophet and Myth)Nella storia della letteratura russa il periodo noto come “Il secolo d’oro” comincia con il genio di Aleksandr Puškin (1799-1837). Secondo Nikolaj Gogol, Puškin è stato un fenomeno straordinario e forse unico dello spirito russo, e l’influenza di Puškin su tutti gli scrittori e in generale sulla cultura letteraria che lo ha seguito non può essere esagerata. Nel corso verrano lette e analizzate la poesia lirica, la poesia narrativa, il dramma e la prosa di Puškin. Oltre ai dialoghi di classe, vari manuali e letture critiche in italiano e inglese verrano utilizzati per capire la storia culturale e letteraria del periodo e di Puškin stesso e per approfondire i testi letterari di Puškin. Obiettivi1. Approfondire la storia letteraria e culturale russa del periodo di Puškin2. Fornire agli studenti diversi strumenti metodologici di analisi contenutistica, testuale, formale, linguistica e stilistica del testo letterario, basandosi su testi del poeta più importante della letteratura russa del XIX sec.

Supervised the creation and editing of an online course devoted to presentations and public speaking. Responsibilities included: editing content for over 50 video modules, coordinating with the designer and content creator, and final editing of the marketing and launch campaigns via email, social media and blog posts

($25,000) Received full support for one academic year to complete my dissertation "Crossing Thresholds: Alexander Pushkin's Treatment of World History from Cleopatra to Berthold Schwarz."Available now through ProQuest.

Taught first year Russian language to classes averaging 15 students. Responsibilities included: creating the syllabus, lesson planning, homework correction, creating and grading unit tests and oral exams, creating and grading final exams and assigning final grades. Laid the groundwork for UT’s first online Russian language courses, performing research on comparative products, outlining alternative course structures, defining needs and budgeting the whole operation.

T.A. Slavic 101-102 (2006-2008)T.A. Slavic 101 (2009)Taught first year Russian language to classes of 12-22 students. Responsibilities included: lesson planning, homework correction, creating and grading unit tests and oral exams, creating and grading final exams and assigning final grades. T.A. Lit Trans 204 (2010)Led discussion portion of a 20th century Russian literature course. Responsibilities included: guiding students through productive discussion of texts, assigning and grading three writing assignments, grading quizzes and tests, determining final grades, and coordinating closely with other instructors and the lecturing professor. I guest lectured twice: on Solzhenitsyn’s One Day in the Life of Ivan Denisovich and Voinovich’s Fur Hat.

Instructed students ranging in age from 6 to 50 years. Responsibilities included: instructing individuals in the development of English grammar, pronunciation, and vocabulary.

Assisted Fulbright scholar Nadya Peterson with research conducted in Moscow high schools. Responsibilities included: transcribing and translating recorded interviews into English, summarizing and organizing findings.

Served primarily as a language assistant to Anatoly Aksakov, Deputy chairman of the committee for credit organizations and financial markets of the Russian parliament. Responsibilities included: translating into Russian correspondence received in English, giving verbal briefs (in Russian) of English texts, preparing the Deputy for international meetings and conferences, translating his speeches into English and coaching him on presentation.

Instructed students ranging in age from 6 to 15 years. Responsibilities included: instructing large classes and individuals in the development of English grammar, pronunciation, and vocabulary.

Taught intermediate expository writing at Hunter College of the City University of New York as an employee of the English Department. Responsibilities included: creating a syllabus constructed around three major writing assignments, fortifying students’ fundamental writing skills, teaching the development of individual style, and grading finished essays.