A general writing requirement for all students, ENC 1101 offered through our CARE program supports first-generation students as they transition into college writing, new academic communities, and informational and digital literacies. This course emphasized the technologies that shape our lives and play an important role in the professional communities we hope to enter.
A general writing requirement, ENC 2135 helps students approach writing situations rhetorically, develop the practices needed to conduct college-level research, and revise and edit their texts to form polished products. This version of the course taught genre and context using discourse communities as a frame.
A general writing requirement, ENC 2135 helps students approach writing situations rhetorically, develop the practices needed to conduct college-level research, and revise and edit their texts to form polished products. This version of the course emphasized how genres and contexts were impacted by digital technologies, material composing, and textual networks.
A general writing requirement, ENC 2135 helps students approach writing situations rhetorically, develop the practices needed to conduct college-level research, and revise and edit their texts to form polished products. To further personalize the online course, students learned about genres and writing within their future professional communities and worked through concepts in learning communities.
This Lyceum course leads an interdisciplinary group of students through the process of developing their professional brand and enacting that brand in the creation of an ePortfolio. An ePortfolio is an electronic website that can communicate a student's professional identity to others, including employers, prestigious scholarship review boards, or graduate schools. Making an ePortfolio can help students reflect on and refine their professional story.
A variation of our Writing & Editing in Print & Online course, this strand asked students to develop professional documents and work to analyze, edit, and produce genres used within their professional communities. As students considered professional writing, they also expanded their knowledge of rhetoric and language in the world, developed a theory of writing, and produced a professional ePortfolio.
A required course within the Editing, Writing, and Media major, ENG 3416 introduces students to the principles of composing across three different spaces—print, digital, networked. This version of the course was grounded by key terms, an approach adapted from teaching-for-transfer curriculum. As students deepened their understanding of these words, they also developed their own theory of writing.
An upper-level elective within our Editing, Writing, and Media major, ENG 4404 asks students to compose for public and academic audiences, focusing particularly on editing and design theory useful in creating professional-quality texts across their professional communities. In designing this course, I used a game theory approach as students evaluated their professional goals and "chose their own adventure" to meet the terms of their labor contracts.
This 10-week, online summer series helps Auburn students interested in applying for a Fulbright grant. These materials were developed in collaboration with our Honors College and have been delivered each summer with positive student feedback. Students get guidance on understanding the audience expectations and genre conventions for each written component of the application and then engage in peer review for feedback before getting formal feedback from the facilitators.
Because we employ undergraduate and graduate students from across the disciplines, we cannot require all consultants take a writing center theory course. Instead, we develop intense professional development curriculum that we pay them to engage with throughout the academic year as ongoing professionalization. This curriculum brings in writing center research and scholarship and promotes active, reflective learning and could easily adapt into a credit-bearing semester-long course.
A graduate-level teaching seminar course within our English program, LAE 5370 prepares graduate TAs to teach within our College Composition program. In addition to introducing them to the basic tenants of composition theory, LAE 5370 helps students bridge theoretical knowledge with praxis, develop their identities as teachers of English, prepare materials for their ENC 2135 course in the fall, and develop a teaching portfolio.
Basic Online Literacy Instruction (OLI) Certification consists of ten modules, each of which is conducted and evaluated based on a course contract and the construction of an ePortfolio. Participants engage with course materials in a learning pod and are guided by instructor-mentors. I serve as administrator of the certification with Kevin DePew and co-designed the curriculum as part of GSOLE's Certification Committee.
Introduction to Genre
Introduction to Annotated Bibliographies
Library Research Series, Pt 1
Library Research Series, Pt 2
Library Research Series, Pt 3
These student-facing videos were made to engage students in my courses. Many have been adopted by other instructors. In designing videos for my courses, I use the affordances of video recording. For instance the InDesign instructional video reinforced an InDesign workshop lesson but allowed students to re-watch the video as they needed additional support in learning the design interface.
Introduction to Multimodality
This Honors' Book Club gives students an opportunity to deeply discuss a particular topic. Storytelling in STEM asks how STEM professionals communicate their work and its findings through storytelling. Through readings and discussion, participants learn strategies for communicating their professional identities and research to various audiences (other professionals in their fields, professional nonexperts, and public audiences).