Over the last tenyears as a college writing instructor, I’ve come to approach teaching as an act of collaborative inquiry, a pedagogical movement wherein I work with students to compose critical-analytical texts. Classical rhetorical principles have long guided my pedagogy; however, as my research and teaching foci have shifted toward technical writing and professional communication, I’ve integrated a variety of approaches that emphasize rhetorical situation, design, ethos and relationality, inviting students to create texts and textual objects that are user-oriented. Whether teaching an introductory core writing course or an advanced course on documentation, my pedagogical practice reliably offers students opportunities to mature as thinkers, writers, workers and citizens.
Read my teaching philosophy here (.pdf)