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"Story Theory for Film, TV &  Media"

Scottsdale Community College (FMT121)

Fall 2020  |  Spring 2021

Syllabus | Course Schedule

"Short Script Incubator"

Scottsdale Community College (Special Program)

Summer 2020  |  Fall 2020  |  Spring 2021

Program Overview | Program Schedule

"16mm Film Workshop: Pre-Production"

Scottsdale Community College (FMT134)

Spring 2020

Syllabus | Course Schedule

"16mm Film Workshop: Production"

Scottsdale Community College (FMT135)

Spring 2020

Syllabus | Course Schedule

"Short Film Narrative Writing Workshop"

Boston University (COM FT310)

Fall 2017  |  Spring 2018

Syllabus & Schedule


"Screenwriting is Rewriting"

"Love Onscreen: Writing Romance, Rom-coms, & Buddy-Love"

"Introduction to Feature Screenwriting: The Big Idea to the Midpoint"

(respective course outlines coming soon)

professional development


Center for Teaching & Learning Faculty Development (Scottsdale Community College)  |  5/2020-1/2021

Live Online Instruction Course

Remote Trainings

  • Canvas Basics

  • Canvas Advanced

  • Using Rubrics to Enhance Learning

  • Creating Student Assignments Using Screencasting

  • Mentimeter

  • Zero Week Made Easy

  • Using the Full Features of Canvas Gradebook

  • Become a Canvas Super SpeedGrader

  • Tidy Up Your Canvas Course

Scholarship of Teaching & Learning Scholars Program (Boston University)  |  9/2017-5/2018

The SoTL Scholars Program acquaints graduate student and postdoctoral participants with the fundamental concepts and core practices of the Scholarship of Teaching and Learning, a field of inquiry that examines the intersection of instruction and student learning across disciplines in higher education. Broadly, SoTL involves asking questions about what works in the classroom and contributes to students’ learning and applying those findings to instruction.

The BU SoTL Scholars program includes two semester-long seminars, taken as a sequence, that follow a Learning Community design. The first seminar in the sequence explores key principles and practices of SoTL research, ranging from Barr and Tagg’s (1995) foundational “From Teaching to Learning: A New Paradigm for Undergraduate Education,” to recent research in the Learning Sciences that explores new methodologies for studying teaching and learning in today’s higher education ecosystem. The second semester serves as a “practicum,” in which participants design their own SoTL projects. Participants will meet for 90-minute sessions each week over a span of six weeks during the Fall and Spring semesters.


Center for Teaching & Learning Graduate Student Workshops (Boston University)  |  10/2017-4/2018

Leading Engaging Class Discussions

In this one-hour workshop, participants explored strategies for leading engaging discussions, including tips for priming students for the discussion, structuring class time to promote dialogue and reflection, and creating an inclusive classroom environment. 

Responding Effectively to Student Writing

In this one-hour workshop, participants explored strategies for responding to student writing in ways that supported growth without creating overwhelm.

Graduate Student Teaching Day

Participants prepared for the first days of section, class, or lab; troubleshot common teaching challenges; got tips for maintaining a healthy work-life balance from seasoned TF’s; learned about the services available year-round at the CTL; and connected with an interdisciplinary community of fellow graduate student instructors.

Designing a Lesson Plan

In this one-hour workshop, participants learned how to use the process of “backwards design” to prepare a lesson plan and explore research-based strategies for how to structure class time to promote active learning.

Facilitating Difficult Conversations

In this one-hour workshop, participants learned how to prepare for and facilitate charged classroom discussions, including strategies for fostering respectful listening, reflection, and meaningful conversation across differences.

Conference Attendance

Austin Film Festival Screenwriters' Conference  - 10/2017  |  10/2018  |  10/2019

In large part due to Boston University's Graduate Prize for Professional Development, I was able to attend AFF's 2017 Screenwriters' Conference, sit in on numerous panels, and participate in the Pitch Fest, keeping abreast of the current industry happenings. As thanks for the incredible experience, I documented my experience for BU Graduate Affairs. Check it out below. I've attended the AFF Conference two more times since.

Educational Innovation Conference - 5/2018

Boston University’s Eighth Annual Educational Innovation Conference brings together faculty, staff, graduate students, and post-docs from across BU and beyond to showcase excellence in teaching and learning and to explore collaborative visions of our future.

IDEA Conference - 4/2018

The annual IDEA 2018: The Innovate@BU Conference is a one-day event for BU students to explore innovation of every kind, including enterprise, social impact, arts, and culture.

The Remote Trainings offered by the SCC CTL were largely in response to the massive shift to online learning due to the COVID-19 pandemic. In taking part in these trainings, I've gained increased awareness and ability in online learning tools, such as Mentimeter and screencasting. However, the mastery I've gained in the Canvas LMS has been instrumental in creating an engaging and efficient course experience.

Learning SoTL theory in the first semester of the program, especially from the book "How learning works: Seven research-based principles for smart teaching," had a tremendously positive influence on my teaching. The knowledge gained empowered me to improve the course even as I was still teaching it.

The second semester practicum brought my attention to the screenwriting workshop experience itself. With little to no SoTL research in the screenwriting field, I was challenged to think of what would have the greatest positive impact to teaching screenwriting: the workshop. I created a survey for my students to get at what contributed to their learning in that setting.

In "Leading Engaging Class Discussions" I learned new group activities to use. In "Responding Effectively to Student Writing" I discovered I was giving my students an overwhelming amount of written feedback and how to target it better. In "Designing a Lesson Plan" I learned just how short the attention span of students is and how I can best break up lectures with moments of reflection or interactivity to keep them focused and engaged. And in "Facilitating Difficult Conversations" I learned how to create a class environment where students feel safe but also encouraged to step into controversy so long as there is mutual respect.


At "Graduate Student Teaching Day" one of the CTL speakers discussed his experience preparing for his first day of class, basically stating that the first day should be a reflection of the rest of the semester, not just a syllabus read through. It inspired me to totally revamp how I started my semester since my class is all about workshops. I created five group activities for my students to do over the first two classes and saw a remarkable difference in the level of participation and comradery among students in our later workshops.


Script Checkpoint Calendar

After recognizing that students tended to rush writing their scripts, I created a calendar handout of short checkpoint assignments for students to develop and write their scripts, including instructions for an outlining an idea, pitching the idea, answering revision reflection questions, and creating a revision game plan. These smaller, low-stakes assignments break the screenwriting process into more manageable chunks, allow for feedback earlier and throughout development, and encouraged critical thinking and metacognition in students.

For script formatting, I didn’t want to spend too much time in class on it, but I also wanted them to start using the software ASAP even though not everyone would be starting their scripts at the same time. So second semester, I created a simple short script template and told them to retype it but replace my name with their own to prove they had done it themselves. Overall, really successful and made sure students worked out any major kinks they experienced with the software before they had to write their scripts.

Script Formatting Interactive Template
Short Film Story Mind Map

Instead of using a text-dense PowerPoint, I created a Prezi of Mind Maps highlighting the main topics in Linda Cowgill's book "Writing Short Films," including beginnings, middles, ends, protagonist, antagonistic force, and dialogue. It's a great visual reference to guide students through the basics of storytelling that helps them organize their new knowledge. Asking students to recreate their own mind map also offers a way for me to gauge student progress.

When faced with no access to Blackboard and its capabilities, I knew I needed a way to keep communication among myself and my students open that wouldn't depend on email chains. Instead of using basic school provided online course pages, I designed a more intuitive, more practical, and more aesthetically pleasing class website that students can reference quickly and easily without having to login to any school server.

Personalized Class Website
strategies & innovations


Scottsdale Community College, Scottsdale School of Film+Theatre

Capstone Taskforce Member (Spring 2021)

Capstone Script Consultant (Fall 2019)

Delta Kappa Alpha National Professional Cinema Fraternity, Beta Chapter

Screenwriters' Circle Chair (Spring 2018)

Webmaster (Spring 2018)

Boston University Community Service Center, Alternative Service Break

Chaperone (Spring 2018)

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