Amy Banks


Research Areas: , , ,

Teaching Experience

After an English Teaching undergraduate at BYU, I taught junior high and high school for five years. I returned to BYU for a master’s degree in English. I now combine my pedagogical training and passion for research in teaching undergraduate courses. I foster inclusive and welcoming classroom communities as I mentor emerging writers and supervise student teachers. I value professional development, as with my English Language Learner endorsement and Central Utah Writing Project fellowship.


My research interests stem from my secondary teaching experience. I research effective methodology for English teachers, particularly how to expand young adult literature’s implementation in the classroom. In addition, having taught Shakespeare to a variety of ages, I explore the intersect between power, order, and religion in Shakespeare and the Early Modern period. My Master’s thesis contrasts the approaches to pastoral power by the Franciscan friars of Much Ado About Nothing and Romeo and Juliet, and I am currently studying the complicated web of friars in Measure for Measure. I utilize media and gender studies in these conversations, to benefit the broader picture of depictions and expectations from two further critical fields.

Selected Publications

  • forthcoming 2021 Co-author with Chris Crowe, “Using Hamlet and Monster to Study Identity.” Shakespeare and Adolescent Literature: Pairing and Teaching, edited by Victor Malo-Juvera.
  • 2016 “An Introduction to Teaching Transitions.” Utah English Journal, 44-48.
  • 2015 Book Review, Melanie Crowder: Audacity. Utah English Journal, 52-53.


I believe in working in teams, as we can all benefit from contributing to discussions and learning from colleagues. I currently participate in a team of fellow instructors who share materials, findings from research, and personal insights. I look forward to further opportunities in university and academic service.

Citizenship assignments

To be announced.