I am very passionate about teaching. The video below describes the main points of my teaching philosophy.

I am happy to share syllabi and ideas. Please email me if you are interested in any of my courses.

In winter quarter of 2022, I will teach EDUC 488/LING276E/AFRICAAM 488: Stanford Black Academic Lab: Community-Based Participatory Methods. The course counts for the methods requirement for the Partnership Research in Education Certificate. The course syllabus is here:

CharityHudley.EDUC.488.W22.StanfordBlackAcademic Lab.Syllabus.11.28.21

In the fall of 2021, I co-taught the Stanford Graduate School of Education’s doctoral student proseminar.

At UCSB, I taught courses in support of the California HSI Alliance AGEP grant. The doctoral courses focused on how universities work, scholarly communication, and community partnerships.

I co-led the NSF REU Site: Increasing Diversity in the Linguistic Sciences through Research on Language and Social Mobility or “Talking College” project.

In the spring quarter of 2019, I taught a graduate course LING 248 Community Based Research Methods in Language, Literacy, & Culture. The syllabus may be found here: CharityHudley.LING.248.S19.syllabus.02.012.10

This course is intended to survey a variety of community-based participatory research methods used in language, literacy, and culture related work. We’ll examine methods including but not limited to: survey research, individual and focus group interviewing, ethnographic field methods, documentary activism, and others.  Students will be guided through critical thinking about community issues and their involvement, while assessing the utility and relevance of research-based responses to those issues in partnership with a community organization or agency.

In the winter quarter of 2018, I taught a graduate course: LING 236: African-American Language and Culture. The syllabus may be found here: CharityHudleyLING.236.syllabus.01.08.2018

This advanced sociolinguistics seminar examines the linguistic, literary, cultural, and communicative aspects of African-American Language across the African-American Diaspora. We will blend diachronic and synchronic methodologies in order to create community-based participatory research approaches to the study of African-Americans and their language.

In the spring quarter of 2018, I taught an undergraduate course: LING 36: African-American English. The syllabus may be found here:


This course will examine the sociolinguistic aspects of English as spoken by African-Americans in the United States. We will study the relationship of African-American English to linguistic theory, education policy, and U.S. culture. The course has an emphasis on mitigating discrimination and improving the educational and social experiences of African-Americans at UCSB and beyond.

In the fall of 2016, I taught a new course entitled: Passages: The Transition of Underrepresented Scholars to Graduate and Professional School (with participation by Prof. Cheryl Dickter)

The course focuses on what it means to be underrepresented as you transition from college to graduate and professional school. In this class, we will explore the impact that underrepresented graduate scholars have had at William and Mary, in a research area of your choice, in the broader area of higher education, and in the world at large. Over the semester, in reading and evaluating a variety of works, you will obtain an understanding of how your educational experience, particularly your undergraduate research experiences, will impact your life in graduate school. This class focuses on general as well as community-based research.

For the syllabus, see: AFST.WMSURE.406.syllabus.08.22.2016 and the supplemental text list: CharityHudley.08.20.2016.PassagesSupplementalTexts

I  also taught African-American English at William and Mary


To see a video from the class in the fall of 2010, click here.

I also participated in the teaching of COLL 100: Underrepresented Scholars in the Academy

Course Description

This course focuses on what it means to be underrepresented in higher education from historical, contemporary, and future perspectives. In this class, we will explore the history of and psychological constructs affecting underrepresented scholars at our school, in a discipline of your choice, and in the broader area of higher education. Over the semester, in reading and evaluating a variety of works, you will obtain an understanding of research and begin to develop your own research questions. This class focuses on general as well as community-based research.

For a draft of the syllabus, see: PSYCH.COLL.WMSURE100.Dickter.syllabus.07.15.2016

In the spring of 2017, I taught Multicultural Education: Supporting Culturally & Linguistically Diverse Learners.

This course examines multicultural education as educational praxis and a social movement with a focus on schools and communities. As an Africana Studies course, the class will have a particular focus on students of the Africana Diaspora and students will be encouraged in particular to think about the ways in which race has influenced the character of education and the quest for educational justice in both our local and global society. Scholars in the class will spend at least 40 hours working in educational environments off of the William and Mary campus and there is funding to support your travel and academic interests.

The course is designed to help understand the theoretical underpinnings of a multicultural approach to teaching and learning. This course provides students with the knowledge and concepts they need to develop appropriate, informed, and sensitive responses to the rich diversity of student learners in the classroom. We will emphasize an understanding of students’ own cultural background in order to identify effective teaching styles and practices. Additionally, throughout the semester, students will learn about various American microcultures, explore ways to access information about cultural and linguistic communities, identify and implement methods for creating culturally inclusive classrooms and schools, and develop critical and multiple perspectives about multicultural education through engagement with both educators and learners.

Click here for a draft of the syllabus: AFST306.CharityHudley.MulticulturalEducation.syllabus.06.23.2016

 Multicultural Education Course Application.S17


In the spring of 2016, I taught:

Community Studies 351: Methods in Community-Based Research

In the fall of 2015, I taught Language Attitudes:


This research seminar will examine language ideology and linguistic prejudice in the United States of America. We will emphasize language assessment in American schools and the educational ramifications of linguistic discrimination. Our approach will be hands-on, as students will be involved in research design and data analysis. Opportunities for continued research participation and internships related to the topic are available upon completion of the course.

to apply for the class, students had to out the following application:


In the summer, I also taught independent studies.See my Student Research opportunities page for more information. For a description of the guidelines, click here: CharityHudley.IndependentStudy Syllabus.S2011.01.05.12.

Independent studies  give students opportunities to participate in ongoing research projects at the intersection of Africana Studies, education, English, linguistics, and community studies as listed at: https://annecharityhudley.com/researchopportunities/. Students will have an opportunity to work on one or all projects as determined by their interest, Prof. Charity Hudley, and their course of study.

In Fall of 2010, I taught:

English 406/Anthropology 413 Language in Society

Fulfills GER 3. 3 credits.  Prerequisites:  ANTH 204/ENGL 220 and one from ENGL 303, ENGL 307, or ANTH/ENGL 415, or consent of instructor.

A study of the place of language in society and of how our understanding of social structure, conflict, and change affect our understanding of the nature of language. The course will emphasize hands-on data gathering and quantitative analysis.


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