teaching philosophy & experience

My teaching practice emerges from a core set of pedagogical ideals: reflection, autonomy, and collaboration. I take time with my students to reflect on the purposes and processes of large projects and small decisions throughout each semester. As I teach, I push students to take ownership of their own learning experiences and make big decisions about the topics and audiences they address with their writing. Along the way, we ask as many questions as we can, and teach each other through discussion, deliberation, and group feedback. All three of these ideals guide my teaching and open multiple avenues by which students can discover and better understand the reasons we are expected to communicate in certain ways for certain purposes. The knowledge and experience important to effective communication is not independent or pre-existing, but co-constructed and created through ongoing discourse. Attending to how the physical, technological, and discursive spaces around us have been constructed and are being constructed will help students recognize the power and influence they can have on such systems.

My full teaching philosophy can be accessed here. Descriptions of my teaching experience and selected syllabi are included below. An asterisk indicates courses where I taught as instructor of record.

professional Writing at Purdue

Internship in Professional Writing* (ENGL 488, for PW majors), 1 section – Spring 2018
As part of this course, students take on internships with local organizations on and off-campus and meet weekly for a 2-hour seminar/workshop on applied rhetoric. The seminar is an opportunity for students to discuss observations, problems, and accomplishments in context of their professional writing education and aspirations for the future.

Online Business Writing* (ENGL 420Y), 3 sections – Summer 2016, Fall 2016, Fall 2017
In this fully asynchronous course, students engage with the rhetorical and ethical challenges of communicating with multiple professional audiences. The course is delivered and managed primarily using the Slack messaging platform (http://slack.com), which provides students practice collaborating professionally in distributed, digital environments. I ask students to practice composing and designing documents that address real-world situations or problems; in one section, students prepared unique marketing materials and proposals to share with two local businesses.

Introduction to Research for Professional Writers* (ENGL 203, for PW majors), 1 section – Spring 2017
This course gives students opportunities to practice critically reading and conducting various types of research relevant to their future work as professional writers. Students selected an online community as research site and completed in-depth investigations into professional writing in digital contexts. In teams, we also partnered with the local public library to research and propose an updated structure and design for the library website.

Technical Writing* (ENGL 421), 1 section – Spring 2016
Students in this course learn to present technical material in user-centered and context-appropriate ways. The course aims to prepare emerging experts to communicate professionally and effectively in their chosen fields and beyond. I asked students in this section to research a range of non-profit or non-governmental organizations related to their majors and then to compile a customized, researched technical proposal addressed toward an improvement or initiative that organization should consider.

Business Writing* (ENGL 420), 1 section – Fall 2015
This course gives students experience producing effective business letters, memos, reports, proposals, and other professional documents. In this section, students completed research into several non-profit organizations related to their academic or personal interests. As teams, we then conceptualized and proposed specific cause-related marketing campaigns involving partnerships between one non-profit or non-governmental organization and an appropriate for-profit company.


Introductory composition at purdue

Purdue Promise Learning Community, Introductory Composition* (ENGL 106R), 1 section – Fall 2014
This course, part of a program designed to increase retention and academic engagement among first-generation college students, gives students opportunities to analyze and compose complex texts across many media. Students completed in-depth rhetorical analyses and critical research reports on topics of their choice, reflecting carefully about their writing processes along the way.

Introductory Composition* (ENGL 106), 3 sections – Fall 2013, Spring 2014, Spring 2015
In this course, I asked students to reflect on how they navigate and contribute, as writers, readers, and consumers, to a world full of communication. Using a range of technologies (word processing, image editing software, slide presentations, audio and video recorders, and video editing software), students composed in various modes and genres, from posters, editorials, and personal reflections to formal reports, presentations, and proposals.


texas tech university first-year writing

Advanced College Rhetoric* (ENGL 1302), 2 sections – Spring 2013
In this course, students closely and carefully analyze sources, arguments, and proposals in order to understand their rhetorical components and effects. The core assignment of this course is a sequence of research including an annotated bibliography, literature review essay, and persuasive argument paper.

Essentials of College Rhetoric* (ENGL 1301), 2 sections – Fall 2012
This course introduces students to methods of rhetorical analysis and critique. Students learn to recognize rhetorical appeals as they engage purposefully and meticulously with the audiences and purposes common to academic writing.


russell ridge center

Beginning Web Design, 1 section – Spring 2007
This course introduced students from ages 8 to 16 to the basics of HTML, CSS, and evolving web standards. We practiced using MicroSoft FrontPage and basic text editors to compose web artifacts and hyperlinked pages. Each student crafted their own website to showcase at the end of the term.