Pedagogy Grounded in Practice, Equity, and Rhetorical Agility

Overview

I teach with the conviction that writing is never neutral—it shapes who we are, how we are perceived, and how we navigate the world. Across undergraduate and graduate levels, I design courses that foreground rhetorical awareness, student agency, and the social dimensions of writing. My teaching is grounded in feminist, inclusive, and antiracist pedagogies that equip students to engage critically and creatively with their academic, civic, and professional communities.

I integrate multimodal composition, digital tools, and AI literacy into my curriculum, emphasizing the ethical use and critical reflection that accompany these technologies. I also invest deeply in mentoring graduate instructors and future faculty, modeling collaborative curriculum design and sustained pedagogical inquiry.

My teaching is informed by and informs my scholarship in program administration, labor, institutional literacy, digital writing, and feminist rhetorics.

Teaching Philosophy

As a teacher-scholar deeply committed to equity, collaboration, and rhetorical awareness, I see writing and communication as foundational to personal, civic, and disciplinary transformation. My pedagogy is guided by the belief that students are not just learners, but co-creators of knowledge. Whether in first-year composition, graduate seminars, or cross-disciplinary faculty development workshops, I center reflective practice, critical engagement, and inclusive design. I teach writing not just as a skill but as a rhetorical and ethical practice that empowers students to shape their worlds.

Courses Taught

Undergraduate and Graduate Seminars:

  • ENG 511: Theory and Research in Composition
    Foundational approaches to composition theory, with emphasis on historical movements, pedagogical methods, and programmatic implications.

  • ENG 583: Multimodal Composition in Practice
    A hands-on course integrating multimodal theory, critical design, and inclusive assessment. Recent versions included ethical GenAI integration and collaborative authorship projects.

  • CRDM 704: Pedagogy and Communication Technologies
    Explores pedagogical theory, digital literacies, and critical approaches to GenAI, multimodal design, and learning ecologies within interdisciplinary research contexts.

Additional topics taught:

  • Rhetoric and Composition Theory (Graduate Seminar)
    Surveys key debates and methodologies in rhetoric and composition, preparing students to teach, design, and assess writing with both historical and contemporary lenses.

  • Research Methods in Rhetoric and Composition
    Focuses on qualitative, archival, and ethnographic methods in writing studies, including coding practices, ethical research design, and IRB navigation.
    (Also adaptable to the institutional research contexts of program development and curriculum assessment.)

  • Literary Theory and Criticism (Graduate + Undergraduate)
    Introduces foundational and emergent theories, including feminist, Marxist, poststructuralist, and postcolonial approaches, with rhetorical applications across genres.

  • Gender and Public Discourse (Topics Course)
    Investigates how gender and power circulate through media, institutions, and everyday rhetorics, drawing from feminist and intersectional frameworks.

  • Feminist Rhetorics and Digital Media
    Blends theory and praxis in analyzing and producing feminist discourse in online spaces, with attention to embodiment, activism, and participatory culture.

  • Composition I & II (Core Undergraduate Writing)
    Focus on academic, civic, and professional writing; incorporated critical reading, multimodal composing, and reflective writing practices.

Teaching Highlights

  1. Co-led Writing-Enriched Curriculum (WEC) initiatives across NC State to embed writing and speaking outcomes into disciplinary curricula

  2. Designed digital learning modules on inclusive communication practices, now used in faculty development programs and Moodle platforms

  3. Mentored over 30 MA and PhD students in composition, rhetoric, and digital writing, many of whom have gone on to publish, present, and lead in academic and public contexts

  4. Developed GenAI-integrated pedagogy that models responsible, ethical engagement with large language models in academic writing

  5. Created faculty-facing workshops and resources to support writing and speaking instruction in STEM, humanities, and social sciences

  6. Received multiple recognitions for faculty mentorship, program leadership, and interdisciplinary teaching contributions