Teaching Philosophy // Courses Taught // Projects
My teaching has greatly evolved over the past four years. I started off unsure and afraid to make a misstep. However, through great mentorship and guidance, I have learned to embrace the creative habits of mind: Curiosity, Openness, Engagement, Creativity, Persistence, Responsibility, Flexibility, Metacognition. It is through these principles that I have been able to deliver the best teaching to my ability as a graduate student. The cornerstones of my teaching come down to the acknowledgment of process, adaptation, and responsibility. As someone who once struggled with academic writing, I want to make sure students understand that we are all writers, and with a little guidance, we can all be rhetorically adaptive and take responsibility for their writing in both the private and public spheres.
When thinking about writing, students rarely focus on their process. Making process explicit in composition is essential to students of all disciplines and levels. Without acknowledgment of situational processes, many writers find themselves struggling and lacking guidance. As a composition instructor--no matter the level of instruction--it is important to me to scaffold assignments and projects to set the students up for success. Providing different adaptable models, students learn what works best for them and come to the realization that process is often a fluid experience.
An essential skill for all writers is adaptation. It is important for the writer to rhetorically analyze the genre, know the affordances and constraints of a given platform and modality, and to optimize their communication. In my classes we spend time analyzing genres to capture the expectations and nuances of specific rhetorical situations. I challenge my students to adapt to different situations, whether it be through the game-based learning, the composing in digital environments, or engaging with coding alongside their traditional compositions. My goal is to help students engage with 21st century writing and be adaptable to multiple situations.
The third essential principle is responsibility. Many students that I come across do not know how to take responsibility for their work. We engage with responsibility through audience awareness and adaptability through failure. My students write for both academic and public audiences by writing public blogs, composing videos, and writing reviews and tutorials of different types of programs and applications. Through these compositions, they need to engage with a real audience that may respond and critique their ideas or presentation. I also encourage students to take risks and be curious which often leads to minor setbacks and failures. As a class, we learn from these failures, teach one another what we learned, and move beyond this setback as a class.
Process, adaptation, and responsibility may seem like basic principles of composition, but they are essential. If we do not possess these principles as teachers, how can we instill confidence and understanding in our students? These lasting habits will always be forefront in my teaching, for they are the basis of the foundation I stand on. To create this foundation, we must provide knowledge of a recursive process, create writing experiences that adapt to new situations, and establish the student must take responsibility for their words and actions.
ENGL3120: Composing in Digital Environments - Fall 2018 (forthcoming)
ENGL3140: Technical Writing - (Online) Summer 2018 (forthcoming)
WRTG120: Writing the College Experience - Fall 2015
WRTG121: Researching the Public Experience - Winter 2015
WRTG120: Writing the College Experience - Fall 2014
A nuanced multimodal presentation that promotes project management and collaboration. Based on the show "Shark Tank."
Blog Posts on Pedagogy
"Why Game-Based Pedagogy?" - Post from Nov 30, 2015
This was my first attempt to rationalize what I was doing. Many of the ideas are the same, but the projects, rationales, and readings have changed.