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University of Wisconsin-Milwaukee (UWM)
Fall 2019-Spring 2020 (2 semesters); instructor of record for 2 sections of ENG 102 each semester.
The outcome for this course is simple: to help students understand, and put into practice, the idea that research is a thoroughly rhetorical endeavor, and to teach them 21st-century critical information literacy practices. This is a research and methods class where we focus on strategies that benefit them as you progress in, not just college, but a long life of composition both in the written, oral, and gestural word. The research students do in this class ask them to engage with the materials of the world—physical, digital, social, institutional, etc.—and question how they have been designed. Their final projects ask them to create public-facing documents, which gives them opportunity to participate in both sustaining and/or disrupting the designs of these materials in their local and national communities.
University of Minnesota Duluth (UMD)
Fall 2017-Spring 2019 (4 semesters); instructor of record for 1 section of WRIT 1120 each semester.
My WRIT 1120 course focused on how to write for particular audiences and the rhetorical differences between various contexts for composition. The curriculum put an emphasis on how different genres of writing have different affordances and constraints. I sought to teach my students a sense of how all objects and texts function as rhetoric comprised of choices that produce various effects across intended and unintended audiences. From Zora Neale Hurston’s essay “How It Feels to Be Colored Me” to Fishing Guidelines published by the MN-DNR, we talked about strategies for interpreting difficult and substantive texts, how to identify conventions across genres, and how these conventions vary according to audience, purpose, and rhetorical situation.
Spring 2019 (1 semester); TA for Dr. Krista Twu in King Arthur in History, Literature, and Art
TAing for Dr. Twu gave me experience teaching a literature, art, and history course. I did regular TA things: met with students, helped grade tests and short assignments, hosted review sessions before tests (with snacks), and participated in the class readings and discussions. I also gave a lecture and hosted discussion on (what little we can know of) Marie de France and the influences of the Virgin Mary on 12th-century Arthurian literature, art and culture. But beyond this great teaching experience, working alongside a professor whose character and pedagogy I deeply admire helped me develop a stronger sense of my philosophy and goals as a teacher. Dr. Twu taught me ways to engage my interest in material culture through archives and book culture. It is from her pedagogy that I developed my “Reading (old) Books” activity. Among the many things I learned in this TAship, I developed a new ways of seeing how literature can help us think critically about our material world.
Fall 2017-Present, Writers’ Workshop University at UMD and the Writing Center at UWM
In a writing center, no two sessions were the same. Writers come from all parts of the university with anything from personal to academic projects. Each session begins with a bit of a conversation, sometimes more formal than others—depending on how well you and the writer already know each other. After we discuss what the writer would like to work on, and from there, we might read or talk about the writer’s ideas.
My work at UWM’s Writing Center gives me the chance to work with WCOnline’s online interface. With WCOnline, I meet with writers synchronously with audio, visual, and text chat. Although this work requires some basic tech knowledge for the program itself, my approach as a tutor does not change. My goal is still to create an inviting atmosphere for writers to share their ideas so that they can get the most out of our workshop session. No matter our meeting style, my goal is to help each writer manage their own hurdles in their process while also affirming their ability to produce content for their particular project. To do this, I try to make each writer feel welcome and safe to express their thoughts (and thought processes). Therefore, while a lot of my work deals with composed writing, it also relies on my ability to listen to writers, ask them questions about their work, and try to process their ideas with them as opposed to for them.