I take a journalism-informed approach to teaching writing. I have them follow the spark of a creative idea or angle, trust their voices enough to develop it, and then run with it (lead with the lede, so to speak). I want them to feel that the phases of writing - while hard - can be rewarding and full of discovery. Writing about life and ideas in 2019 should be as rich and varied as life itself - particularly that of a young person.
I employ a rather free form process procedure, but emphasize strong argumentation and concise phrasing on the product end.
I’ve taught Writing 1 (freshman composition) and Honors College rhetoric groups at Azusa Pacific University. I help students think critically about the language they use, and give each other the rhetorical space needed to hear and learn from each other's point of view. Eventually, students see that in their everyday lives - both as students and as citizens - they are rhetors engaged in the key debates of their time.
“Amazing professor, I've never had such an engaging writing teacher. Goulding changed my negative perspective of writing, it's not that bad.”
“You are a phenomenal instructor with a dynamic and inspiring presence.”
At the Honors College, we do fun ideation exercises such as a ‘Shark Tank’ like thesis pitch session:
Sometimes we also sing acapella versions of the Carol of the Bells to close out the semester (student directed, of course).
In APU’s Writing Center, I’ve worked with 635 students ranging from multilingual undergraduates through doctoral students preparing chapters for publication.
I also teach a week-long unit for a Johns Hopkins University graduate course about nonprofit management. My unit is focused on grantwriting, and is based on a proprietary workshop of mine I’ve given at 1776 ( the largest entrepreneurial ecosystem for startups in the Northeast Corridor), the Advocacy Project, and other Washington, DC area institutions.
For my 1776 workshop, student feedback I received to the question “What did you like about the session?” included:
“Extremely useful. I was a big fan of her teaching style.”
“I like the interactive method and the concise way of teaching.”
“I like having an example to go along with the instruction, and I like the challenge at the end — to try and implement the strategy ourselves.”
“Diversity of student experience and interest of the instructor in the topic.”
“Really well run!”
For the Advocacy Project workshop, former deputy director Karin Orr said that, “Emily’s presentation was rated the highest (48 out of 50) of all of our presentations at our summer Peace Fellow’s Training.”
I’ve also taught English to 7-10th graders and currently teach a Freire-informed 4th and 5th grade Sunday school classroom at All Saints Church, Pasadena. In that classroom, we focus on meaning making and social emotional learning. This is a picture of lessons around the Day of the Dead/All Souls Day (students made paper cempasuchiles/marigolds while eating pan de muerto) and the parable of the mustard seed.
Prior to APU, Emily worked with the University of Virginia’s Center for Global Inquiry + Innovation, where she advised the vice provost for global affairs and senior faculty on writing for internationalization projects. Our work resulted in UVa winning one of the 2015 Paul Simon Award for Comprehensive Internationalization. She also worked at the Brazil Office of Harvard University’s David Rockefeller Center for Latin American Studies on an international service learning project supported by the Jessica Jennifer Cohen Foundation.