Emily teaches lower- and upper-division writing courses and serves as the Lead Consultant in the Writers' Workshop, UMD's campus writing center. She works with writers from across campus and helps lead various professional development workshops for students and faculty. Her teaching focuses on helping students develop rhetorical awareness and writing strategies in both academic and professional contexts. Emily's research explores women's life writing and reading practices, particularly those of Canadian author, L.M. Montgomery. She has served as Visiting Scholar for the L.M. Montgomery Institute at the University of Prince Edward Island and Managing Editor of a/b: Auto/Biography Studies, and she is currently on the editorial board of the Journal of L.M. Montgomery Studies.
BA in English, College of Saint Scholastica ('06)
MA in English, University of Minnesota Duluth ('08)
PhD in English Studies, Illinois State University ('13)
Research writing, argumentation and rhetorical situation; writing about literature; women's life writing; writing across the curriculum
WRIT 1120: College Writing
WRIT 3100: Advanced Writing: Language and Literature
WRIT 3110: Advanced Writing: Arts and Letters
WRIT 3130: Advanced Writing: Engineering
WRIT 3150: Advanced Writing: Sciences
Women's life writing, children's and adolescent literature, L.M. Montgomery, reading studies and histories of reading, and writing pedagogy
[project in progress] Exploring a National Treasure - Curator for a joint project of the L.M. Montgomery Institute at the University of Prince Edward Island and the Confederation Centre of the Arts to digitize and exhibit the first edition manuscript of Montgomery's Anne of Green Gables (1908), funded by Digital Museums Canada.
Editor, special print collection, "L.M. Montgomery and Reading," for the Journal of L.M. Montgomery Studies, summer 2021.
“Old Years and Old Books: L.M. Montgomery’s Ontario Reading and Self-Fashioning” L.M. Montgomery’s Rainbow Valleys: The Ontario Years, 1911-1942. Eds. Rita Bode and Lesley Clement. McGill-Queen’s UP, 2015. 151-65.