Graduate Courses Taught

My commitment to teaching writing research and pedagogy as forms of extended conversation has only strengthened over the years.  I remain dedicated to growing myself as a pedagogue and continue to explore strategies for teaching content in ways that encourage students to make meaning—in ways that matter to the students themselves.

Classroom Teaching 
I’ve enjoyed each of the many doctoral seminars I’ve had the opportunity to teach since joining the Rhetoric & Writing Program faculty at BGSU:

  • English 6020: Composition Instructors’ Workshop
  • English 6040: Graduate Writing
  • English 6200: Teaching Writing
  • English 6800:  Teacher Research in Rhetoric and Writing
  • English 6/7800: Writing Assessment as Human Inquiry
  • English 7260: Research in Rhetoric and Writing
  • English 7800:  Feminist Research Methodologies and Pedagogy
  • English 7800: Community Literacy
  • English 7990: Disability Studies in Rhetoric and Writing
  • English 7990: Writing Program Administration

My goals for each graduate course are consistent with my general goals for teaching writing; I work to create an intellectual space in which students identify themselves as participating members, not only of the community of the specific classroom, but also as rising Rhetoric and Composition scholars who, through their work for class, gain a very real, powerful sense of professional investment in exploring the historical, theoretical, and social/political contexts of the subjects of our inquiry and how those conversations relate to their developing scholarly agenda.  Rather than reading, speaking, and writing about writing assessment or research methods and methodologies, for example, I invite students to do the work of writing assessment or research.  When teaching any approach to scholarly inquiry, I see my charge as an effort to demystify the many processes of locating, conducting, and finally representing writing research through rhetorically savvy scholarship.

Dissertation Advising  
I have found that opportunities to engage students in meaningful work with disciplinary meaning-making get extended in rich ways through my participation on preliminary examination and dissertation committees.  Whereas classroom instruction might provide less-than-regular invitations for one-on-one conversation, I understand my role as committee chair or committee member to revolve around extended, interested conversations with the student writer.  I take my participation in these conversations seriously and devote great effort to helping doctoral students as they transition from graduate student to faculty.

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