I strive to create learning environments that forefront student agency. In every class session, students produce something and often several things–responses to questions, sketches of outlines, analyses of images. Further, my classes are designed to foster transfer of learning, following Yancey, Robinson, and Taczak, but also the long history of knowledge-transfer theory. Finally, I’m working now toward adopting (and adapting) Mary-Ann Winkelemes’ Transparency in Teaching and Learning–TILT–framework for both assignment design and class design. Perhaps most importantly, I’ve been working to effect an anti-racist writing assessment ecology, including labor-based grading contracts.
I had the opportunity to write a chapter for Patrick Sullivan’s forthcoming book, Eleven Teachers Teaching (USUP). My chapter, titled “The Theory that Remains: Toward a Theoretically Informed Writing Assignment,” details my dedication to teaching a class that is informed by both theory and research. If you’d like to see the chapter, let me know and I’ll send it along.
I teach first-year writing every quarter as well as a 200-level technical writing course. I’ve taught creative writing (I have an MFA from long ago and have published in that area), introductory philosophy, as well as most of our literature classes.