Research

My research explores how literacy and embodied practices appear in teaching and administrative discourse communities and systems. As a WPA, I explore how WPAs and writing programs navigate, respond to, and resist systems. In the classroom, I study how slow pedagogy supports students’ knowledge transfer, mental health, and writing processes.

A sample of my research projects:

• Systems Shift: Creating and Navigating Change in Rhetoric and Composition Administration, co-edited with Aurora Matzke

• Class in the Composition Classroom: Pedagogy and the Working Class, co-edited with Bill Thelin

• Exploring the Diversity of Everyday Experiences through the Humans of the University of Wisconsin-Stout Facebook Assignment

• Facebook Pedagogy: Humans of UW-Stout, Digital Literacies, and Diversity

What excites me about research is the problem-solving: I like asking questions about what isn’t working as well as it could and what we might do about it, as WPAs, teachers, and community members.

Current and forthcoming research cover two IRB studies—one about slowing down teaching in the composition classroom to support students’ mental health and writing processes and another on rhetoric and composition program administrators’ experiences with and feelings about workloads and working conditions.

Cross-Campus WAC/WID Work

In my position as Associate Director of the University Composition Program at Colorado State University, I have given the following WAC/WID workshops in collaboration with colleagues at CSU’s The Institute of Learning and Teaching:

“Empowering Students and Faculty Through Generative AI: Ethical Uses, Policies, and Teaching Writing”

“Writing for Engaged Learning”

“Empowering Students Through Generative AI: Enacting Their Rights to Language Literacy and Critical Literacy”

“Designing and Assessing Meaningful Writing Assignments in the Age of Generative AI”

“Writing to Learn and Engage in the AUCC 1C Classroom”

“Linguistic Justice in Writing Across the Curriculum”