Emily has been teaching since 1989, when she was first introduced to the classroom at the University of Massachusetts at Amherst. Teaching students new to college was an immediate thrill, and challenge, and she found she enjoyed working to reach the writing-disinclined student in Chemistry as much as the junior essayist.
At the University of Massachusetts she discovered her penchant for teaching universities’ most reluctant, under-prepared writers, learning much about teaching from her supervisors, Marcia Curtis and Anne Herrington.
Nearly twenty-five years later, Emily still loves teaches writing to reluctant disengaged writers – always trying to help them find their genius, their gift as writers, a term she learned from her former Montclair State colleague, Cheryl Butler. Drawing on her own experiences and the rich body of research and practice from the field of Composition and Rhetoric, Emily has developed strategies for teaching secondary and college teachers from across the curriculum, with expertise in literature, biology or social studies, how to support and develop the reluctant students in their own classrooms. In this work – in the form of professional development workshops and trainings as well as graduate education – Emily has had the opportunity to work with many students, districts, and teachers from across levels.