Personal Teaching Statement
The interests that drive my work as a college English teacher also drive my research. In the classroom as well as my research, I want to join others in examining the relationships between reading, writing and agency: How is authority negotiated in acts of reading and writing? How can we help writers develop a rhetorical disposition toward texts in ways that will support them as they move across different environments and purposes for writing? As an experienced administrator, I am deeply interested in the range of stakeholders in our work as writing teachers, and in ways of negotiating the sometimes complicated relationships surrounding the teaching of secondary and post-secondary English.
Selected Publications and Awards
“Introduction: Resilience in an Age of Austerity,” special issue of Pedagogy (co-ed. with Chris Gallagher and Shari Stenberg). 19.2 (April 2019). 189-193.
Paul Olson Fellow, College of Arts & Sciences Teaching Academy, University of Nebraska–Lincoln, 2018-2021.
“‘Always Up Against’: A Study of Veteran WPAs and Social Resilience” (with Shari Stenberg). College Composition and Communication. College Composition and Communication. 69.4 (June 2018). 642-668.
“Other Administrative Decisions for OWI,” Foundational Practices in Online Writing Instruction. Beth Hewett & Kevin Eric DePew, eds. Anderson, SC: Parlor Press, 2015. 211-225.
“The Rise of the Online Writing Classroom” (with June Griffin). College Composition and Communication. 65.1 (September 2013). 140-161.
Hazel R. McClymont Distinguished Teaching Fellow Award, College of Arts & Sciences, University of Nebraska-Lincoln, 2010.