Project
University Teaching and Student Support
Writing consultation, large-lecture teaching support, and student-centered pedagogy grounded in real learning bottlenecks.
View detail ↗ My role, areas & skills
The objective
Help students navigate course material and writing assignments with clear expectations, useful feedback, and individualized support.
What I did
- Supported instruction, grading, and student advising in NC State’s 80-student PS 331 course across multiple semesters.
- Provided one-on-one writing consultations through the Academic Success Center, helping students interpret prompts, structure arguments, and organize evidence.
- Adapted feedback to each writer’s assignment and stage of revision.
Deliverables
- Course assessment and instructional support.
- Individual writing consultations and assignment-specific revision guidance.
Result
Provided recurring support in both a lecture course and a writing center, backed by CRLA Level III certification.
Overview
Students rarely arrive with a generic writing problem. They arrive with mismatched assumptions, unclear assignments, uneven confidence, and real constraints on time and attention.
This body of work treats teaching support as situated problem-solving rather than the delivery of canned study skills.
What to notice
The work centers on diagnosis: prompts, arguments, structure, evidence, and the moment a writer loses momentum.
At NC State, that meant graduate writing consultations and repeated teaching support in an 80-student U.S. Foreign Policy course.
Why it matters
The most important outcome is a repeatable practice of helping people move from uncertainty to agency in classrooms, writing centers, and any setting where explanation has to meet a real person at the point of need.