COURSES
University of Central Florida
+ ENC 1102: Composition Two
+ ENC 5705: Approaches to Teaching College Composition
+ ENC 1102: Composition Two
+ ENC 5705: Approaches to Teaching College Composition
University of Southern Mississippi
+ English 101: Composition One
+ English 301: Advanced Grammar
+ English 333: Technical Writing
+ English 365: Digital Literacies
+ English 690: Practicum in Theory and Teaching of Composition (graduate)
+ English 432: Special Topics in Public Writing and Rhetoric
+ Honors 303: Digital Storytelling
+ Honors 303: Sonic Rhetoric: Multimodal Listening and Writing with Sound
+ English 101: Composition One
+ English 301: Advanced Grammar
+ English 333: Technical Writing
+ English 365: Digital Literacies
+ English 690: Practicum in Theory and Teaching of Composition (graduate)
+ English 432: Special Topics in Public Writing and Rhetoric
+ Honors 303: Digital Storytelling
+ Honors 303: Sonic Rhetoric: Multimodal Listening and Writing with Sound
University of Kansas
+ English 101: Composition One
+ English 102: Critical Reading and Writing
+ English 203: Professional Writing
+ English 203: The Meaning of Life and Death
+ English 101: Composition One
+ English 102: Critical Reading and Writing
+ English 203: Professional Writing
+ English 203: The Meaning of Life and Death
Haskell Indian Nations University
+ English 089: Introduction to College Writing
+ English 090: Basic Composition
+ English 089: Introduction to College Writing
+ English 090: Basic Composition
California State University, Fresno
+ English 5A: Academic Literacy I
+ English 5B: Academic Literacy II
+ Early Start
+ English 5A: Academic Literacy I
+ English 5B: Academic Literacy II
+ Early Start
ACUE
Inclusive Teaching for Equitable Learning
Center for Faculty Development, 2021
University of Southern Mississippi
Center for Faculty Development, 2021
University of Southern Mississippi
- One of fifteen faculty members invited to participate in the inaugural institute
- Training and development on diversity, equity, and inclusivity in teaching
- Five modules: Managing the impact of biases; Reducing microaggressions in learning environments; Addressing imposter phenomenon and stereotype threat; Creating inclusive learning environments; Designing equity-centered courses
- Attended weekly meetings and wrote reflections
- Received certificate of achievement for completion of microcredential in October 2021
TEACHING PHILOSOPHY
Teaching and research are inextricably connected. My hope is that my classroom, research, and office are sites for curiosity and innovation focused on rich theory and data-informed practices in rhetoric and composition that lead to learning. My approach to teaching writing intersects multimodality (Selfe, 2009), critical pedagogies (Freire, 1970), writing assessment and antiracism (Inoue, 2019), and rhetorical genre studies (Devitt, 2004). My goal is to provide space for students to engage with/in different literacies and to foster student agency and collaboration.
I want to establish an inclusive, accessible classroom that supports student learning. This means one of my aims as a teacher is to listen to students, value their experiences, linguistic diversity, cultural backgrounds and differences, and center collaboration and conversation as avenues for learning and making meaning. I encourage students to ask questions and consider how knowledge is constructed and distributed through texts and technologies. We focus on composition and communication in its fullest definition. For example, we analyze visual modes of communication and examine album covers and movie posters. Furthermore, we consider linguistic modes and analyze alphabetic texts that are relatable to my students’ lives. We also focus on aurality by thinking critically about how sound influences our thoughts, behaviors, and actions. We study different genres of music and podcasts, for example. As a teacher, I believe these activities create a more nuanced understanding of literacy that moves beyond traditional orientations tied to a singular mode and medium. I want students to have opportunities to make meaning through and with/in different rhetorical situations, modalities, and composing practices because my hope is to build rhetorical awareness of texts and technologies that will help students inside and outside the classroom.
Teaching is facilitative, not authoritative. I am committed to analyzing how culture and rhetoric are interconnected and how power is situated within systems that affect people and communities. My aim is to decenter my hierarchical position and presence in the classroom through critical pedagogy. For example, we co-construct writing assignments and assessments together as a class. We deconstruct traditional paradigms and investigate systems, structures, and policies by focusing on power and privilege. We talk about the history of higher education and who was allowed to enroll in college. We talk about admission and traditional assessment practices. We talk about how learning is defined and measured in the United States, and we ask questions about whether we care more about learning or grades given our educational systems and norms. Having these conversations at the beginning of the semester represents a few pedagogical values: critical thinking, curiosity, rhetorical awareness, research, and metacognition.
I want to support students and watch them take ownership over their learning, which is why we have conversations about what we want to learn and how learning is going to be assessed. I want to encourage students to ask questions and think critically about everyday life. Meaning making happens through and within our local communities. I want to create spaces where students feel seen, heard, and valued. Therefore, my teaching practices rely on offering opportunities for students to draw on their communities, languages, literacies, identities, positionalities, and stories. Students are at the center of my teaching philosophy. Amplifying their voices is the goal.
I’ve been fortunate to learn for over a decade from incredible students across geographically, racially, and socioeconomically diverse contexts: California State University, Fresno; University of Kansas; Haskell Indian Nations University; University of Southern Mississippi. My students have shaped my approach to teaching. I continue to learn from them and grow and develop as a teacher. My pedagogy and curriculum are always changing. But the core of my work stays the same—to listen to students, value their experiences, and construct equitable practices that best support learning.
I want to establish an inclusive, accessible classroom that supports student learning. This means one of my aims as a teacher is to listen to students, value their experiences, linguistic diversity, cultural backgrounds and differences, and center collaboration and conversation as avenues for learning and making meaning. I encourage students to ask questions and consider how knowledge is constructed and distributed through texts and technologies. We focus on composition and communication in its fullest definition. For example, we analyze visual modes of communication and examine album covers and movie posters. Furthermore, we consider linguistic modes and analyze alphabetic texts that are relatable to my students’ lives. We also focus on aurality by thinking critically about how sound influences our thoughts, behaviors, and actions. We study different genres of music and podcasts, for example. As a teacher, I believe these activities create a more nuanced understanding of literacy that moves beyond traditional orientations tied to a singular mode and medium. I want students to have opportunities to make meaning through and with/in different rhetorical situations, modalities, and composing practices because my hope is to build rhetorical awareness of texts and technologies that will help students inside and outside the classroom.
Teaching is facilitative, not authoritative. I am committed to analyzing how culture and rhetoric are interconnected and how power is situated within systems that affect people and communities. My aim is to decenter my hierarchical position and presence in the classroom through critical pedagogy. For example, we co-construct writing assignments and assessments together as a class. We deconstruct traditional paradigms and investigate systems, structures, and policies by focusing on power and privilege. We talk about the history of higher education and who was allowed to enroll in college. We talk about admission and traditional assessment practices. We talk about how learning is defined and measured in the United States, and we ask questions about whether we care more about learning or grades given our educational systems and norms. Having these conversations at the beginning of the semester represents a few pedagogical values: critical thinking, curiosity, rhetorical awareness, research, and metacognition.
I want to support students and watch them take ownership over their learning, which is why we have conversations about what we want to learn and how learning is going to be assessed. I want to encourage students to ask questions and think critically about everyday life. Meaning making happens through and within our local communities. I want to create spaces where students feel seen, heard, and valued. Therefore, my teaching practices rely on offering opportunities for students to draw on their communities, languages, literacies, identities, positionalities, and stories. Students are at the center of my teaching philosophy. Amplifying their voices is the goal.
I’ve been fortunate to learn for over a decade from incredible students across geographically, racially, and socioeconomically diverse contexts: California State University, Fresno; University of Kansas; Haskell Indian Nations University; University of Southern Mississippi. My students have shaped my approach to teaching. I continue to learn from them and grow and develop as a teacher. My pedagogy and curriculum are always changing. But the core of my work stays the same—to listen to students, value their experiences, and construct equitable practices that best support learning.
