Two frameworks shape my teaching: multipartiality and writing as process.
The framework of multipartiality comes from my background in social justice mediation and facilitation. For me, to be multipartial means recognizing two things: one, that there are many voices on an issue; two, that power, privilege, and oppression are an aspect of nearly social relationship. This shapes how I manage classrooms to ensure that no single voice or group of voices dominates class discussion, and how I design my syllabi to ensure a diversity of voices across race, ethnicity, gender identity, sexuality, class, etc are represented.
My experience in Writing, Rhetoric, and Composition Studies has shaped how I view and use writing with students. I view writing as a process, and so approach using it in two ways: one is to use it as an informal tool for in-class exercises and idea development; the other is to structure written assignments with informal (peer discussion) and formal (revising drafts) stages. Whether I'm working across the curriculum or in a discipline I believe it's important for students to have frequent and varied exposure to writing.
In general, whether I am teaching in American Studies, Composition, or other (inter)disciplines, I design my courses to speak back to dominant histories and narratives of privilege and oppression by centering voices from the margins and their intellectual contributions. My aim is to foster accessible and inclusive classes grounded in interdisciplinary inquiry that connect students' experiences to their intellectual growth.
The framework of multipartiality comes from my background in social justice mediation and facilitation. For me, to be multipartial means recognizing two things: one, that there are many voices on an issue; two, that power, privilege, and oppression are an aspect of nearly social relationship. This shapes how I manage classrooms to ensure that no single voice or group of voices dominates class discussion, and how I design my syllabi to ensure a diversity of voices across race, ethnicity, gender identity, sexuality, class, etc are represented.
My experience in Writing, Rhetoric, and Composition Studies has shaped how I view and use writing with students. I view writing as a process, and so approach using it in two ways: one is to use it as an informal tool for in-class exercises and idea development; the other is to structure written assignments with informal (peer discussion) and formal (revising drafts) stages. Whether I'm working across the curriculum or in a discipline I believe it's important for students to have frequent and varied exposure to writing.
In general, whether I am teaching in American Studies, Composition, or other (inter)disciplines, I design my courses to speak back to dominant histories and narratives of privilege and oppression by centering voices from the margins and their intellectual contributions. My aim is to foster accessible and inclusive classes grounded in interdisciplinary inquiry that connect students' experiences to their intellectual growth.
AMERICAN STUDIES
| AMS 30: Images of America and Americans in Popular Culture (Spring '15) |
| AMS/GSP 198: American Environments (Winter '15) |
| AMS 10: Introduction to American Studies (Summer '14) |
| AMS/GSP 198: Contemporary American Politics and Judicial Issues (Fall '13) |
| AMS 21: Objects and Everyday Life (Summer '12) |
UNIVERSITY WRITING PROGRAM
| UWP 19: Writing Research Papers (Spring '14) |
| UWP 18: Style in the Essay (Spring '13) |
| UWP 18: Style in the Essay (Fall '12) |