Teaching Philosophy

First-Year Writing

Upper-Level Rhetoric & Writing

ENG 3850: Writing about Culture and Society

ENG 3850 is a junior-level course for English majors and non-majors. While there is not a set curriculum or set assignments, instructors structure content around learning and writing about culture and society. The sections of ENG 3850 below focus on pop culture and social media as a lenses through which to explore cultural issues of identity, globalization, and prosumer culture.

Spring 2017 10974

Syllabus Schedule Final Project Group Prosumer Project Application Projects Task 1 Task 2 Task 3
Learning Management Systems: Schoology & Google Drive

Notes: This section borrows the focus on pop culture and social media from the Fall 2016 section below. Many of the projects and assignments are the same, but there have been a number of tweaks made to the curriculum: the Final Project has been clarified and focused on a smaller segment of content; "mini-projects" have been replaced with "application projects," which are largely the same in content but more clearly focused on specific points and are now worth a larger percentage of the grade; and the final weeks of the semester are now more clearly focused on the Final Project.

Fall 2016 10928

Syllabus Schedule Final Project Group Prosumer Project Mini-Projects Task 1 Task 2 Task 3
Learning Management Systems: Schoology & Google Drive

Notes: This course focuses on pop culture and social media. Major topics of discussion include identity, globalization, and prosumer culture. Multimodal texts are incorporated throughout the course, including a requirement for several mini-projects to be multimodal, and a multimodal Group Prosumer Project.

ENG 3860: Composing in New Media

ENG 3860 is a junior-level course for English majors and non-majors that focuses on analyzing and creating multimodal texts in digital environments.

Spring 2017 10977

Syllabus Schedule Dig Lit Narrative Concept Video Reflection Final Project
Learning Management Systems: Schoology & Google Drive Sample Media: Sample Narrative & Sample Video

Notes: The structure and assignments for this section have largely been carried over from Spring 2016 with a few changes. The Final Project is introduced sooner and spread more evenly throughout the semester, the "Field Video" has been replaced with a similar but broader "Concept Video," and multimodal workshops throughout the semester are now more open ended. In Spring 2016, all students worked in the same programs and on the same skills. In Spring 2017, students will break into groups that will focus on different programs and/or skills based on their skill levels and areas of interest.

Spring 2016 10132

Syllabus Schedule Narrative Field Video Reflection Final Project
Learning Management Systems: Schoology Sample Media: Sample Digital Literacy Narrative & Sample Field Video

Notes: The goal of this class is to not only allow students to create multimodal, digital texts but also to encourage students to reflect on the rhetorical choices they are making when creating those texts. The first half of the class is focused on learning basic tools and reflecting on digital production. The second half is focused on a single large project that the students create themselves. Students must create a detailed proposal for this project, create the project, and justify their rhetorical choices in creating it.

ENG 3080J: Writing & Rhetoric II

ENG 3080J is a junior-level course in writing and rhetoric. The goal of the course is to build on students' rhetorical knowledge in important areas such as literacy, rhetorical purpose, audience, genre, and discourse. Students in this course will use writing to better understand, to build upon, and to create knowledge. Students are expected to write using both traditional alphabetic text and digital texts (such as hyperlinks, images, video, audio, and code).

This section of ENG 3080J focuses on digital literacies: writing, reading, and making meaning in digital spaces. Students analyze their own digital writing and the writing of others to build on their understanding of writing in digital spaces. Students then create writing for these spaces that makes use of the means available to them to make effective and appropriate projects.

Fall 2015 9413

Syllabus Schedule WP1 WP2 WP3 WT1 WT2 WT3 Learning Management Systems: Schoology and Google Drive
Course Videos: Course Video Playlist

Notes: This course is part of my first semester at Ohio University. The curriculum is broken into three larger "Writing Project" (WP1, WP2, & WP3) and three smaller "Writing Tasks" (WT1, WT2, & WT3). Many of the assignments are either entirely new (such as WT1 & WT2) or substantially revised (such as all three Writing Projects). The focus here has shifted to much more digitally-focused writing and more collaboration.

This version of the course was entirely online in an asynchronous format. Videos were created as one method of making me more real and present for the students. These are included in the "Course Video Playlist" above.

ENG 394: Special Topics

ENG 394 is an upper-level course designed for single-semester special topics courses at Arizona State University. All ranks of English teachers can submit proposals for courses, but acceptance of proposals by TAs is especially competitive. The proposals are reviewed by the Special Sections Committee, and two are added to the schedule each semester.

Passionate Affinity Spaces and Online Ethnography


Notes: The idea for this course came out of my own work with online ethnography and passionate affinity spaces. Not only had I studied a great deal on these two topics, but I had also experimented with using them in first-year composition courses: the Fall 2012 section of ENG 107 and, to a lesser extent, the Fall 2011 section of ENG 101. The course was to be focused on finding an online passionate affinity space and then entering that space as a participant-observer to learn about the space. Students would learn ethnographic research methods and write up a field report at the end fo the semester.

This course was accepted by the Special Topics Committee and added to the schedule for the English Department for the Fall 2013 semester but was never taught.

Given the opportunity, I would be interested in teaching a similar course. I am deeply interested in the subject matter and believe students could benefit from learning ethnographic research methods.

Graduate Rhetoric & Writing

English as a Second Language

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