My pedagogy is characterized by situated approaches to learning and becoming that foreground how literacy practices are related to access, power, and labor and our collective responsibility to intervene on behalf of social justice. This approach is exemplified through classroom practices such as assessment that fosters experimentation and assignments that encourage multiple emergent pathways for success. Through these practices, students come to understand learning as a crucial social and political act that builds our capacity to rigorously and critically understand our collective responsibility to act as composers of our shared worlds. These pedagogical values inform my design of instructional spaces that exemplify what Julie Hengst, Melissa Duff, and Theresa Jones (2019) refer to as rich communicative environments, which “invite and support multiple means of participation” and “provide opportunities for, and openness to, multiple ways of achieving goals and defining success” (p. 221).
For more about my teaching and teaching effectiveness, please contact me directly.
Guidance in conducting research and writing theses for doctoral degrees. Approved for S/U grading only.
Theory, practice, and pedagogy for teaching upper-division writing classes. Discussion will include a number of writing studies topics, including Writing Across the Curriculum (WAC), Writing in the Disciplines (WID), and writing program administration.
Study of designs and basic statistics for writing research; analysis of current research; and a research project in composition.
A rhetorical approach to researching and writing academic grants, business proposals, and related professional documents. Students develop a portfolio of professionally designed and edited documents as well as the vocabulary of grants writing and research.
Intensive practice employing the conventions of writing needed in professional genres and settings: writing for specific audiences and purposes. Inform, analyze, evaluate, and persuade.