The classroom (whether digital or face-to-face) is something of a moving target.

Students come to their writing courses—whether traditional rhet/comp coursework or advanced work in technical and professional communication—with an array of beliefs and attitudes towards communication: some dismiss writing as a copyediting skill they need to polish up on for a week or two and hey, skip the rhetoric and theory stuff. Other students dismiss the entire enterprise as irrelevant to their real goals. Some are clearly aware of the professional, economic, social, and humanistic values for writing intheir lives; others have such intense hangups embedded in their processes resulting from previous experience that while they are hungry for writing instruction they are also, paradoxically, seemingly unable to receive it.

The knowledge, social, and technical needs of our students constantly change. This diverse (sometimes combative) set of attitudes and the constantly changing social, literate, and technical context for 21st-century discourse demands a highly user-centered and reflective pedagogy.

Teaching Portfolio

This portfolio of syllabi and teaching materials is not a comprehensive collection; I am happy to provide information about these and other teaching material by request.