I have administrative experience in first-year composition, writing centers, writing across the curriculum (WAC), faculty and staff development, and online teaching and learning. Throughout these experiences, I have cultivated an approach to administration guided by three goals: (1) developing inclusive curricula with equitable opportunities for student success, (2) fostering a collaborative community of teachers and learners, and (3) approaching WPA work from a theoretically informed mindset.
Below are descriptions for each of the professional contexts where I have served in an administrative role. However, if you are interested in learning more about my administrative approach to leading specific programs, please see my pages about writing center administration, WAC administration, and composition administration.
University Writing includes the Miller Writing Center, the ePortfolio Project, and a WAC program. Below are several important programs that I play a key role in planning and delivering. These programs assist faculty in promoting high impact practices in writing instruction and help students be successful professional writers and learners in their communities of practice.
As Associate Director, I support several programs...
Professional Development in the Miller Writing Center
The Miller Writing Center employs undergraduate and graduate students from across the disciplines as peer writing consultants trained to serve the entire Auburn University community. Each year, we engage consultants in pre-semester and ongoing professional development. Professional development topics take up our program outcomes, writing in the disciplines, in addition to ongoing special topics, like antiracist writing consultation, universal design and tutoring, and multimodal and online tutoring practices.
Graduate Writing Partners
The Graduate Writing Partners Program pairs graduate students with a graduate-level Miller Writing Center consultant who will be their partner for the semester. Writing partners work one-on-one with graduate students to help them improve their writing abilities, gain confidence in their writing, develop good writing process habits, and become more effective communicators in their respective disciplines. I prepare peer consultants and act as a liaison across faculty advisors, students, and peer consultants.
Faculty Academies are intensive programs that guide faculty to redesign their curriculum to integrate meaningful writing instruction, with a particular emphasis on high-impact practices (HIPs). Faculty can participate as individuals in topically focused Academies, such as Designing Research Communication Assignments, or in teams in Academies that respond to departmental proposals. In past years, I have worked with faculty in Educational Leadership, Animal Science, Horticulture, Consumer and Design Sciences, and Biological Sciences. See an example Academy Agenda.
Faculty Writing Groups and Annual Writing Retreat
These programs support faculty as writers by offering them structure and strategies for developing good writing habits and balancing writing with teaching and service responsibilities. We create spaces where faculty can share their writing process and goals as they develop grant proposals, ePortfolios, manuscripts for publication, tenure and review documents, and curricular materials. In addition to facilitating these programs, I have developed online and asynchronous versions of these programs.
Canvas Commons Writing Instruction Resources
Hosted in the Canvas Commons, these instructional resources can be integrated into Auburn faculty's existing course shell to function as asynchronous or guided synchronous lessons. All materials include multimodal resources, quick checks, and low-stakes activities that ask students to practice applying their new knowledge. Our growing bank of resources includes an ePortfolio Orientation and an Introduction to Copyright and Fair Use.
An Online Educational Resource (OER) for Writing
After seeing how many resources we held internally, I led efforts to develop the creation of an open educational resource (OER). The OER is open-access and is used by student-writers, faculty, and writing program administrators from across the world. In developing this resource, I guided our office in conversations related to re-use and copyright as we considered how we would like viewers outside of Auburn to re-use and attribute our materials.
Florida State University offers over 400 sections of first- and second-year composition each year and employs over 150 instructors, most of whom are GTAs within the English department graduate program. In my role as assistant to the WPA, I worked with Dr. Deborah Coxwell-Teague to revise curricula, develop pedagogical resources, and co-teach a teaching methods course for our incoming MA, MFA, and PhD GTAs without post-secondary teaching experience. See more details on the teaching methods course in my teaching section.
Check out our public curricular resources: Our College Composition site and our Teachers' Guide or review workshop materials I've created below.
I have also had the opportunity to work with Dr. Michael Neal and Katelyn Stark to develop a graduate course in online writing instruction pedagogy meant to support our GTA instructors as we expand our online composition offerings. We organized this course around the Conference on College Composition and Communication's "Position Statement Principles and Example Effective Practices for Online Writing Instruction (OWI)." GTAs learned about the theories of learning grounding OWI learning and instruction, developed materials for their hybrid and online writing courses, and reflected on their identity as online writing instructors. This course was created in 2019 and established a system for online training became vital for instructors during the COVID-19 pandemic just a year later.