In 2016, I made a purposeful transition from teaching ESL to teaching Russian, a journey deeply influenced by my participation in the STARTALK program at Middlebury, where I was mentored by three dedicated ACTR members. Their mentorship demonstrated the pivotal role that ACTR plays in advancing Russian language education. Since then, ACTR has been a constant source of inspiration and motivation throughout my career. During the pandemic, the ACTR teachers’ lounges became a lifeline, offering not only support during difficult times but also fostering innovation in teaching strategies. These experiences, coupled with my role as a Russian Flagship Program lecturer, have allowed me to teach at all levels, mentor students, advise colleagues, and actively engage in professional conferences. The evolution of my teaching approach is a direct result of ACTR’s community and resources.

In 2023, I helped organize a Teachers’ Lounge on evaluating students' cultural knowledge. In February of 2024, I was invited to join the ACTR Professional Development Committee, a role that has further fueled my passion for contributing to the broader language education community. In that capacity I helped brainstorm topics to discuss in teacher lounges and webinars and held an event “Stimulating Sustained Conversations at Intermediate and Advanced Levels”. In the summer of 2024, I was invited to consult on Best-Practices in World Language Education for a subcommittee of the Olympiada Development Steering Committee, and later joined the Post-secondary Awards committee. Developing on my role in the Professional Development Committee, I was also asked to join the Post-secondary Awards Selection Committee and to chair the ACTR 5Oth Anniversary Virtual International Conference Program Planning and Scheduling committee.

I am now eager to bring my experiences and insights to the ACTR Board, helping to shape the future of Russian language education in meaningful ways.

Leadership Experience. How have you been a leader in your community, profession, and/or institution? How have your unique strengths, professional, and volunteer experiences prepared you to serve on the ACTR Board?

My work within the Russian Flagship program, and spearheading transformative initiatives, positions me as a candidate ready to bring fresh perspectives, innovative ideas, and a commitment to diversity to the ACTR Board. I am poised to contribute actively to the organization's mission and advocate for the continued growth and relevance of Russian language and Slavic Studies.

In my role as a Russian Flagship lecturer, I assume a multifaceted role, guiding students not only in their linguistic pursuits but also providing essential personal support. From their freshmen years to the culmination of their capstone year, I am dedicated to fostering meaningful relationships with each student. Through these connections, I aim to inspire a genuine interest in the Russian language and a profound appreciation for Slavic cultures. Many of these connections have played a transformative role, leading students to choose Russian as their major—a testament to the impact of mentorship and guidance.

In an effort to enhance the experiential learning opportunities for our students and to attract new enthusiasts to Slavic Studies, I collaborated in the creation of a pioneering study abroad program in Armenia and Georgia at UGA. This initiative is designed not only to provide students with an immersive experience but also to promote the rich cultural tapestry of the Caucasus region. In the summer of 2024, I lead the first group of motivated students through this enriching experience.

Furthermore, recognizing the need to broaden the perspective on Russian studies and foster cultural understanding, I initiated a volunteer project aimed at de-colonizing Russian studies. This project involved UGA students in the creation of an educational website dedicated to the history and cultures of the Russian-speaking world. To extend the impact, high school students from Georgia actively participated in this collaborative effort, engaging in a meaningful dialogue that transcends traditional educational boundaries. Students research the cultural subject matter and then write up the paragraphs in both English and Russian, providing students with a great tool for learning and opportunities for research as part of an honors project. This initiative has also drawn in several thousand dollars in research scholarships for students. The ongoing nature of this project ensures that numerous students will continue to contribute to and benefit from its development.

In 2023, I initiated an overhaul of the whole Slavic program cultural assessment at our department with the hope to modernize the program and better reflect the needs of both the Flagship and non-Flagship tracks, and to address the changes in Slavic Studies. To that effect, I rewrote our oral interview questions, and we implemented a new grading system. This was the basis for my first ACTR Teachers’ Lounge.

As a colleague and mentor, I have worked to support our Fulbright teaching assistants and educate them in teaching Russian as a foreign language, a subject most of them are not experienced at. My approach here is to treat them as junior colleagues. I sit in on their lessons and share my thoughts and ideas with them and they are invited to visit my classes. I also provide them with educational materials and ongoing support as that is matched to their needs.

I have also mentored students for the UGA Center for Undergraduate Research Opportunities (CURO) symposia. Each year, I have numerous students researching different aspects of Russian culture or other cultures through the lens of Slavic Studies. The students do their research and present in Russian during the Russian Flagship stream of the event. Among other things I had to do to support them during the preparatory stages was the submission of IRB applications and acquisition of research materials. Such projects have included research into the preservation of Slavic cultures and culinary traditions in the United States, and the historical portrayal of the United States and the Soviet Union in propaganda.

Since 2022, I have served as our department’s faculty senate representative, helping shape the Franklin College instruction policies and support the dean’s efforts to better the students’ experience at UGA. Each year I contribute to the Russian Studies field by presenting at national Slavic conferences where I speak about my efforts to enhance students’ intercultural competencies, to expand Russian studies to include a greater variety of ethnic cultures, and to address the war in Ukraine in a language classroom.

Diversity, Equity, Access & Inclusion. How have you worked to create an inclusive environment in your classroom, workplace and/or community? What is something you have done in professional or volunteer service that demonstrates your commitment to be more inclusive of diverse populations and/or to provide greater access to the study of Russian by diverse populations?

As an educator, I strive to create an inclusive and equitable learning environment that promotes these concepts and encourages students from all backgrounds to feel welcome and valued. To achieve this goal, I often emphasize these themes relating to diversity, equity, and inclusion within the content of my classes. First, I believe it is important to highlight the diversity within Russia itself. Russia is a vast country with many ethnic groups and regional differences. Even before the full-scale invasion of Ukraine in February 2022, I set a goal to introduce my students to the idea that Russian language and culture is not limited to Moscow and St. Petersburg but extends to many other regions and countries where Russian is commonly spoken. As part of these efforts, first-year students are asked to make presentations in English about different aspects of Russian culture that extend beyond the scope of the textbook. The students are provided options to choose from, including female politicians, opposition leaders, Ukraine’s president Zelensky, and other figures who influence the contemporary political scene. This helps students understand that there is no single Russian culture or identity. I often reinforce this idea by having students draw parallels to Russian language learners and academics, which is relatively homogenous in its ethnicity but very diverse in culture and social status.

In the advanced-level “Professional Russian Tutorial” course that I created, I address issues of equality and inclusion in modules on human rights and media literacy. The human rights module addresses the rights Russian citizens have been stripped of since the year 2000. The class not only provides students with the language-base needed to discuss these matters but also encourages them to address the questions head-on and evaluate the status of these rights in the United States (and elsewhere). For example, my class recently discussed the fight for and erosion of gay rights in the United States and in Russia. I was touched when an LGBTQ+ student told me after the classes that he had been surprised that the deepest discussion of the struggles his community faces took place in his Russian class. This course and the ability to address impactful topics has been one of the most rewarding experiences of my teaching career.

Contributions to the ACTR Board. How would you like to contribute to the ACTR Board? What strengths, skills, and experience would you bring as an ACTR Board member?

I would like to express my deep appreciation for the profound impact that ACTR has had on my professional journey in Russian language instruction. ACTR's inspiration, support, and commitment to excellence have motivated me to seek a role as a board member to contribute further to the organization’s mission.

In my current roles on multiple ACTR committees—Professional Development, Subcommittee on Best Practices in World-Language Education for the ACTR Olympiada of Spoken Russian, Post-secondary Awards Committee, and as Chair of the ACTR 50th Anniversary Virtual International Conference Program Planning and Scheduling Committee—I have embraced ACTR’s collaborative, open approach. The Professional Development committee, in particular, has enabled me to actively participate in all stages of planning, from brainstorming ideas to executing impactful programs. My contributions have included taking initiative in identifying pressing topics, inviting speakers, and leading discussions, while also helping manage behind-the-scenes aspects to ensure effective outcomes. This work has allowed me to apply my organizational skills while supporting my colleagues in achieving our communal goals in advancing Slavic Studies.

My experience mentoring Russian Flagship students at every stage of their academic journey has enriched my expertise in ways that I believe can benefit other ACTR programs. I’ve contributed to curriculum and program development, guided students through research projects, and equipped them with skills for success in language studies and beyond. Additionally, my extensive background in ESL teaching brings a unique perspective to Russian language instruction, allowing me to integrate diverse methodologies that enhance students' engagement and proficiency. This combined expertise strengthens my ability to address language learning from a multifaceted approach.

I believe that the strength of ACTR lies in its diverse membership, including the vital contributions of non-tenure-track faculty. As a passionate educator focused on my students’ well-being, I bring a perspective that prioritizes teaching over politics and places students' interests above budgetary concerns.

I am excited by the opportunity to support ACTR’s ongoing success and growth as a board member. I look forward to the possibility of collaborating with fellow dedicated professionals to further ACTR’s influential work in the field of Russian language education.

Supporting Documentation for Candidacy