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About Erin

Erin M. Rentschler, M.A.

Program Manager

Current Role

Erin is currently serving as the Center for Teaching Excellence's Program Manager. She supports the Center for Teaching Excellence by providing resources, programming, and consultation on college teaching/learning and academic career success for faculty and graduate students at Duquesne University. She also manages CTE's daily operations. 

Education and Experience

Erin received her B.A. in English and Secondary Education from Wheaton College in Norton, Massachusetts in 2001. After graduating from Wheaton, she taught high school English in Massachusetts. In 2005, Erin came to Duquesne as a Masters student in the English Department. Beginning in 2005 and throughout much of her doctoral studies as well, Erin served as a Teaching Fellow.  In addition to core writing classes, Erin taught Survey of American Literature II (1865-present) and Introduction to Fiction. Her favorite moments in the classroom are those in which students feel empowered and challenged by thinking critically about the stories they encounter not only in literary studies but in their every day engagement with words, images, and sounds.  

From 2011-2014, Erin worked at the Center for Teaching Excellence as an instructional consultant. Her responsibilities included planning and facilitating workshops, finding and developing teaching and learning resources, and consulting with university instructors about teaching and learning topics such as preparation, assessment, and classroom management. Additionally, Erin worked closely with graduate students preparing for college teaching across the disciplines to review statements of teaching philosophy, cover letters, and CVs. Erin worked with CTE's Instructional Consultant for TAs to support the Certificate of University Teaching and served as an advisor for the Graduate Student Award for Excellence in Teaching. 

Currently working on her Ph.D., Erin is writing a dissertation that explores race and ethnicity in American novels representing the Vietnam War. She hopes that her project will contribute to both the critical discussion of fiction representing a particular historical moment and to conversations about teaching controversial and sensitive topics such as war, race, and ethnicity. To that end, she has presented her work at conferences focusing on both scholarship and teaching.