Teaching Philosophy

My background is in creative writing and writing studies, and these parts of my identity come through in both my scholarship and teaching through embracing an KLL 1 (2)arts-based pedagogy and intersecting art and writing. I encourage my students to be curious, exercise creativity, and use arts-based approaches in the classroom (for example, through collaging or writing poetry) to foster an environment of investigation and innovation.

Identity is complex, and each student comes into my class with their own knowledges, perspectives, and experiences. Because of the complexity of identity, composers, compositions, and audiences are also complex, and this emphasizes the need for approaches to composition that move beyond the traditional alphabetic format. I advocate for a queered pedagogical approach that creates space for new ways of thinking and communicating, breaks down over-simplified dichotomies and outdated traditions, and decentralizes the classroom. One way I challenge students to think outside of traditional composing forms is by giving them opportunities to compose using multiple modalities and tools. Sometimes these tools are digital (ex. audio, video, and online tools/programs) and sometimes they are non-digital (ex. collaging, drawing, and painting).

I also strive to break down the teacher-student hierarchy and invest in each of my students as people, learners, teachers, and scholars. I desire to engage in mutual learning and meaning-making with my students, and this often comes through facilitating an active learning space where students collaborate with each other and myself. Through this teacher-learner approach, I am always gaining new knowledge and reflecting on my practices as an instructor. As a result, I consistently return to my teaching philosophy to reexamine and reimagine it.

Sample Course Designs/Syllabi

ENG 100 Introduction to Rhetoric and Composition (University of Southern Indiana)
  • Course description: “A portfolio-based, preparatory course in reading, writing, reflection, and discussion, emphasizing rhetorical analysis and strategies for focusing, developing, and organizing writing. Special attention also is given to strategies for revising and editing writing. Course credits will apply as electives toward graduation.”
  • ENG 100 syllabus/course schedule
ENG 301 Advanced Composition (University of Southern Indiana)
  • Course description: “A flexible course in advanced composition emphasizing the analysis of various rhetorical situations and the cultivation of prose styles appropriate to these situations.”
  • ENG 301 syllabus/course schedule
GNDR 111 Introduction to Gender Studies (University of Southern Indiana)
  • Course description: “This course is designed as an introduction to the field of gender studies and the many ways gender is understood and examined. Lectures will be drawn from the humanities and social sciences as well as other disciplines within and beyond Liberal Arts.”
  • GNDR 111 syllabus/course schedule

A full list of courses I’ve taught can be found on my CV.

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