My teaching methods are shaped by the cultural moment in which I’m teaching, student population in a given class, and learning outcomes of a particular course or program. In that sense, my methods are various: I prompt students to engage with course materials through formal, informal, and reflective writing assignments; close readings of texts, including grammar and style analyses; collaborative projects; multimedia projects; kinesthetic and experiential methods; and oral presentations. My hope is that this variety creates sparks, facilitating student connection with material, while also acknowledging and valuing different modes of learning. More generally, the following principles inform my teaching:
- Students learn especially well from one another; my job is to facilitate that learning through course design and organization.
- Learning is progressive and cumulative, so, for instance, students do not learn how to write in one or two college classes.
- Student work, regardless of course theme, should be central in any writing class; it is both subject and evidence of learning.
- Instructional modes should vary to address different learning styles and to keep everyone (including oneself) awake, attentive, and, from time-to-time, surprised.
- Writing is an intellectual, emotional, embodied process.
- Writing and learning are social activities that involve participation with a whole host of others–humans, non-humans, environments, machines, history, material and political reality…just for starters. This insight requires continual reflection and change on the part of writers and writing teachers.
Selected syllabi (click on titles below for full course descriptions):