I’m a teacher and scholar who is interested in digital rhetorics, civic participation, and the teaching of writing. Having attended DePaul University and Miami University for my graduate studies in rhetoric and composition, I teach courses in digital writing, composition theories for education majors, business writing, and first-year composition. Given my research interests, I incorporate technologies such as blogs and multimodal projects into my courses and help my students develop the technological literacies that will help intervene more productively in public spheres.
In my dissertation, Writing Civic Spaces: A Theory of Civic Rhetorics in a Digital Age, I explored how citizens are using digital technologies to participate in civic processes. Using the 2008 presidential election and California’s passage of Proposition 8 as sites of research, I theorized civic rhetorics for a digital age and how citizens are using the affordances of networked and digital technologies to resist and revise some of the constraints imposed by traditional publics. Through this theory of civic rhetorics and in my future research, I seek to inform scholarship, pedagogies, and methodologies in rhetoric and composition, guiding the field in one of its central concerns: to prepare critical, engaged citizens.
Before graduate school, I taught middle school Language Arts for five years. That experience has spurred my interest in working with pre-service teachers. When I’m not working, I can be found trying new recipes, working out, knitting, or listening to music.
In my dissertation, Writing Civic Spaces: A Theory of Civic Rhetorics in a Digital Age, I explored how citizens are using digital technologies to participate in civic processes. Using the 2008 presidential election and California’s passage of Proposition 8 as sites of research, I theorized civic rhetorics for a digital age and how citizens are using the affordances of networked and digital technologies to resist and revise some of the constraints imposed by traditional publics. Through this theory of civic rhetorics and in my future research, I seek to inform scholarship, pedagogies, and methodologies in rhetoric and composition, guiding the field in one of its central concerns: to prepare critical, engaged citizens.
Before graduate school, I taught middle school Language Arts for five years. That experience has spurred my interest in working with pre-service teachers. When I’m not working, I can be found trying new recipes, working out, knitting, or listening to music.
[about me]
