As a researcher, I seek to understand the ways that visual and digital rhetoric are both global and local, situated across contexts of culture and identity. Throughout my graduate career, I have considered my work within the realms of visual and digital rhetoric, composition pedagogy, and technical communication because these areas value the way(s) we create, read, deliver, remix, and circulate texts of multiple modes in ways that rhetoric and composition alone does not.
My pedagogy is driven by the desire to make my actions transparent, relevant, and flexible inside of my classroom, and beyond in my work as an administrator. Connecting my responsibility to students and to other teachers is a pedagogical imperative driven by my research, which seeks to recognize the diverse ways that learners and their relations share expertise and knowledge, despite the low visibility across institutions and disciplines. Here I provide examples of my pedagogy through my teaching philosophy, course materials, and programmatic work.
At Michigan State University, I have worked to provide mentorship and resources to graduate students at the departmental and university level. Partnering with graduate students across departments, the Writing, Rhetoric, and American Cultures department, as well as the Assistant Dean of the Graduate school, I developed face to face workshops, facilitated interactions between faculty and students, and created digital content for the MSU Graduate School website.
At Auburn University, I partnered with the Office of University Writing to co-create digital resources for faculty across departments to help incorporate writing into their courses, as well as provide resources about the Office of University Writing. Below are some of my favorite experiences working with graduate students and faculty at both universities.