As a teacher, I encourage students forge their own connections between course goals and their professional aspirations by creating learning environments that give them choice and flexibility. Writing is all around us, but students can be unsure of why writing matters to their world. I design curriculum that prompts students to reflect on their learning and development while also developing the rhetorical and technical skills needed to create compelling professional writing. Whether they are writing feature articles, creating videos, recording podcasts, or producing visual designs, I want students to consider how their rhetorical situation—their audience, purpose, context, and constraints—fits the technology and genre in which they have opted to work. Consequently, they come to see their choices in organization, language, color, font, layout, and design as not just aesthetic, but an intentional act of multimedia writing.
As students learn, I ask them to map their understanding of composition, a tool adapted from Teaching for Transfer curriculum (Yancey, Robertson, and Taczak; Workman). These are some of their final maps
To read a compilation of student feedback from anonymous evaluations, click here. You can also see my full evaluations in the section below, sorted into individual courses.
You can also learn about my teaching from the feature article included below, which was written by a former student and later published on Florida State University's English site.