I began teaching Spanish and Latin American Studies at Furman University in the fall of 2001. I have a bachelor of Arts from the University of Colorado in French and Spanish from 1996 and a PhD. from Cornell University in Hispanic Studies in 2001. My specialty is Latin American Literature, with an emphasis on Mexican literature and Latino literature. My research interests are Mexican historical novels and Mexican American Literature. My most current publications are on the use of popular culture and the internet in Michele Serros’s How to be A Chicana Role Model and on the role of friendship and exile in Silvia Molina’s En silencio, la lluvia. I am currently working on Elena Garro’s short stories.

I was born and raised in Boulder, Colorado. I grew up speaking Spanish at home and traveling to Mexico every summer to visit my mother's family. After I graduated from high school l spent a year living in Aix-les-Bains, France where I lived with three different French families and studied at a public high school. While in college at the University of Colorado I spent a semester in Santiago de Compostela, Spain. I have lead study abroad programs to Costa Rica, Spain, Cuba, and Chile.

I am married to Anthony Tiberia and we have two young children, Sebastian and Ana Sofia. I enjoy telling my students about my adventures with my mischievous children and I often use stories about my immediate and extended family to teach language and culture.​​​​

Name Title Description


Crossing Borders

What can texts that explore the US-Mexico border teach us about our own lives? Through a series of readings on young people and their journeys into foreign territory, we will study border crossing as a metaphor for the rites of passage, such as beginning college, that we all experience. These texts will help students to develop their writing skills as critical readers of literature. We will study not only how language is used by these authors, but what this language means to us as readers, and more importantly, as writers. Throughout the semester you will have the opportunity to write, and revise, autobiographical, critical and travel essays.


Elementary Spanish I

Introduction to the sound system and grammatical structure necessary to develop listening, speaking, reading, and writing skills in Spanish. An appreciation of Spanish-speaking culture underlies the orientation of the course.


Elementary Spanish II

Continuation of the skills (speaking, listening, reading, writing) developed in first elementary course, with increased emphasis on vocabulary expansion, idiomatic expression, and cultural differences.


Intermediate Spanish I

Continuation of the development of proficiency in listening and speaking, while expanding the reading and writing skills.


Composition and Conversation

Emphasis on idiomatic expression through guided oral and written practice. Review of basic phonology, grammar and syntax included.


Hispanics in the United States

Introduction to the culture of Hispanics in the United States through a study of the community's history of immigration, languages, political participation, artistic and cultural production.


Intro to Literary Analysis

Introduction to the analysis of literary texts written in Spanish. Emphasis on techniques for analyzing the for major genres (narrative, drama, poetry, essay), as well as in-depth study of relevant representative texts. Includes a general introduction to the study of literature through the lens of literary periods or movements.


Adv Spanish Oral & Wrtn Exprsn

Designed for advanced students to refine their spoken and written Spanish. Emphasis is on sustained expository, persuasive and rhetorical communication; on advanced grammar usage and syntax; and on precision in the production of phonological and intonational patterns of modern Spanish. Can be repeated for credit with a change in topic.


Survey of Spanish Amer Lit

Introduction to the major authors and representative works of Spanish America, with concentration on the age of Modernism to the present.


Readings in Spanish Amer Lit

In-depth focus on a period, movement, author, or genre. Possible topics might include Contemporary Spanish American Poetry, Gabriel Garcma Marquez, Dissidence in Spanish American Literature, etc. May be repeated for credit based on change of topic.

As the majority of my students are often expressing themselves in a language that is not their native tongue, building trust and creating a non-threatening classroom environment is one of my goals as a teacher. I believe that student-centered learning environments are more successful than teacher-centered ones because students get a variety of opportunities to practice their language skills; they are active and therefore more invested in their own acquisition of the material. I employ a communicative approach to teaching Spanish. Even in a beginning level class, I teach the majority of the lessons in Spanish. I expect students to acquire their grammar skills in their homework activities, and use the classroom as a place to learn to communicate and negotiate meaning. At the upper levels of language or in composition classes, I want to help students to develop their critical thinking and writing skills. I emphasize style, culture, and context as a way to incite lively classroom discussions. As a teacher I aspire to guide my students in understanding and mastering the subject matter.


  • Understanding Contemporary Latin America. "Latin American Literature." Co-authored one chapter with David Bost. Boulder, CO: Lynne Rienner Publishers. Fourth Edition, December 2010.
  • Reframing Latin America: A Cultural Theory Reading of the Nineteenth and Twentieth Centuries. Co-authored with Erik Ching and Christina A. Buckley. Austin: University of Texas Press, 2007.


  • "How to Redesign the Chicana Image: Serros's How to Be a Chicana Role Model, the Internet and Popular Culture." Label Me Latina/o. II. (Spring 2012): 1-17. Edited by Michele Shaul and Kathryn Quinn-Sánchez. February 20, 2012. http://labelmelatin.com/?p=152
  • "Ana Castillo's 'Subtitles' as Film, Metaphor and Identity." Confluencia 25.1 (Fall 2009): 46-56.
  • "Pedagogy and Latin American Cultural Studies." Co-authored with Christina A. Buckley. Hispania. 89.1 (2006): 165-166.
  • "Manuel Gutiérrez Nájera." Dictionary of Literary Biography: Modern Spanish American Poets. Ed. María A. Salgado. Detroit: Gale Research, 2004. 153-158.
  • "Questioning the Sanctity of History: Brianda Domecq's La insólita historia de la Santa de Cabora." SECOLAS Annals 34 (October 2003): 20-25.
Cornell University
Cornell University
University of Colorado

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