Personal Teaching Statement
My pedagogy is fueled by a vision of education as a public good and grounded in experiential learning. I seek to capacitate students—in the spirit of the ancient Greek term dunamis—in effective rhetorical action and collaborative civic problem-solving. Community partnerships with local schools and non-profits provide a context to teach rhetoric as action, and nearly all of my courses challenge students to write for audiences beyond the classroom.
Put simply, my pedagogy combines Dewey's philosophy of collaborative experiential education with his theory that publics are rhetorically constructed: students learn to mobilize publics by attempting to do it, on the ground, with real audiences.
“The Courage of Community Members: Community Perspectives of Engaged Pedagogies.” Forthcoming 2018 in College Composition and Communication.
“Positionality and Possibility: Tactics and Strategies for Graduate Student Community Engagement.” Forthcoming at Michigan Journal of Community Service Learning. (Co-author with UNL graduate students Katie McWain, Marcus Meade, & Adam Hubrig).
“Reciprocity and Power Dynamics: Community Members Grading Students.” Forthcoming in Reflections: A Journal of Public Writing, Civic Rhetoric, and Service-Learning. vol 17.2, 2017, pp. 5-42(Co-author with Jess Shumake).
“Silent Partners: Developing a Critical Understanding of Community Partners in Technical Communication Service-Learning Pedagogies.” Technical Communication Quarterly. vol 25, no 1, 2016, pp. 48-66. (co-author with Amy C. Kimme Hea).
“Socializing Democracy: The Community Literacy Pedagogy of Jane Addams.” Community Literacy Journal. vol. 8, no. 4, Spring 2014, pp. 1-16.
“Human ‘Subjects’ Protection: A Source for Ethical Service-Learning Practice.” Michigan Journal of Community Service Learning. vol. 18, no. 2, 2012, pp. 29-39.
“It was Sort of Hard to Understand Them at Times: Community Perspectives on ELL Students in Service-Learning Partnerships.” Learning the Language of Global Citizenship: Strengthening Service-Learning in TESOL.Ed. James Perren and Adrian Wurr. Champaign, IL: Common Ground Publishers, 2015. 169-193. Print.
“An Architecture of Participation: Working with Web 2.0 Technologies and High School Student Researchers to Improve a Service-Learning Partnership.” Higher Education, Emerging Technologies, and Community Partnerships: Concepts, Models, and Applications. Ed. Melody A. Bowdon and Russell Carpenter. Hershey, PA: IGI Global, 2011. 1-14. Print. (Co-author with high school students).