Since 1996, I have been teaching English at Whatcom Community College in Bellingham, Washington, where I am also the Writing Program Administrator (WPA). I teach first-year writing and technical writing mostly, but I have taught a variety of literature courses as well as introductory philosophy.
As WPA, I seek to work with Whatcom’s outstanding English faculty to create a truly dynamic and cohesive writing program that is responsive to the needs of our highly diverse student body and the changing environment. That means we strive to make our first-year writing course and our second-year composition courses open and accessible to the new students coming in to Whatcom, to students coming from our International program, from developmental and basic education courses, and from other colleges and universities.
And we seek to make our courses lead seamlessly into our students’ future academic and career paths, whether that’s transferring to Western Washington University, the University of Washington, or to other highly competitive colleges and universities (our students have transferred to Harvard, Cornell, Sarah Lawrence, and Berkeley), or whether that’s pursuing a professional-technical program, such as our highly acclaimed nursing program, or our new bachelor of applied science (BAS) in Information Technology/Cybersecurity program, Whatcom’s first four-year degree.
My research focuses on program development and social justice, in particular how programs can be developed inclusively to serve both the the majority of two-year college students, among whom are large numbers of systemically non-dominant students, and the majority of college faculty, who teach off the tenure track. I’ve published numerous articles in Teaching English in the Two-Year College, including a feature article in the 2018 special issue on academic freedom titled “The Two-Year College Writing Program and Academic Freedom: Labor, Scholarship, and Compassion,” and have chapters in a number of edited anthologies, including Eleven Teachers Teaching, edited by Patrick Sullivan and forthcoming from Utah State University Press, Contingency, Exploitation, and Solidarity: Labor and Action in English Composition (2017), edited by Seth Kahn, William B. Lalicker, and Amy Lynch-Biniek (co-authored with Amanda Hoppe and Desiree Holter) and A Critical Look at Institutional Mission: A Guide for Writing Program Administrators, edited by Joe Janangelo (2016 Parlor Press). I’ve also co-authored the latest two TYCA White Papers, on placement reform and on developmental education reform.
My textbook, Active Voices: The Language of College and Composition, from Fountainhead Press, was published in spring 2019 and seeks to demystify the the college experience for first-writing students by providing concise explanations of the most important topics, such as “What the academy is” and “What counts as evidence.” The preface and the introduction for students is available at Fountainhead’s site.