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Teaching Portfolio

Contents:

Teaching Philosophy
Digital Media, Design, & Film Courses
Writing Courses (Basic, First-year, Advanced, Professional)
Literacy Studies Courses
Pedagogy Courses
Communication Courses

Teaching Philosophy & Interests

Teaching Philosophy: HTML | PDF

Teaching Interests:

    • Digital Media Studies (especially designing in/with multi-media)
    • Professional/Business & Technical Writing
    • Literacy Studies
    • Film Studies & Visual Rhetoric
    • Basic Writing
    • Research Methods (qualitative, quantitative, rhetorical)
    • Composition history, theory, and practice
    • Rhetorical history, theory, and practice

Digital Media, Design & Film Courses

Digital Media and English Studies: Documentary and Ethnography. Upper-level undergraduate studio course that explores the intersection(s) of digital media studies and traditional studies in English. This particular version focuses on documentary and ethnographic forms, asking students to explore the relationships between form, medium, and method. Students create three projects: a visual collage, and audio collage or remix, and a montage (using audio and visual elements). Readings include theoretical explorations of the documentary mode, ethnographic ethics, and photographic techniques, as well as new media documentaries existing on the web. Fall 2006

Introduction to Film Studies. Undergraduate general education course. Introduces students to 1) the major textual elements of cinema (e.g., narrative, characterization, plot, symbolism), 2) the technical elements of cinema (e.g., mise en scene, cinematography, editing, sound), and 3) the major cultural elements of cinema (e.g., representations of race, class, gender). Winter 2006 Syllabus, PDF format

Digital Media in English Studies (apprentice to Scott Lloyd DeWitt). Upper-level undergraduate studio course. Participated in class discussions on documentary film and digital media. Responded orally and in writing to student documentaries (created in Macromedia Flash). Helped students with technical, design, and rhetorical questions during studio lab sessions. Course web site (designed by Scott DeWitt)

Technology Enhanced Learning and Research (TELR) Internship. Upper-level undergraduate studio course. Helped create curriculum and team-taught students to design online instructional spaces with web design software (FrontPage, Dreamweaver, Fireworks) and course management software (WebCT). Matched students with faculty who were developing online learning spaces. Supervised students projects. Winter 2001 Syllabus, Word format

Writing Courses

Professional/Business & Technical Writing.

  • The Design of Marketing (Spring 2006, Fall 2007; taught in Windows computer lab). In this class, students explored the intersections of marketing, visual design, writing, and rhetoric as they worked collaboratively to create a brochure to market the English major and minor on the OSU-Marion campus. They also worked collaboratively to redesign the OSU-Marion English department's web site.

Basic Writing.

  • Remix: Composing in Digital Media (Fall 2006, Fall 2007; taught in Windows lab). A basic writing course focusing on composing in multiple modes. Students learn to compose with words, images, and sounds, and learn how to use all the available means for communicating with an audience.
  • Documenting Community Culture (Fall 2005; taught in Windows lab). A basic writing course focusing on ethnography. Assignments blend ethnographic methods with digital media composing (primarily audio).
  • Literacy, Digitally Mediated (Fall 2004; taught in Macintosh computer lab). Created curriculum for and independently taught basic writing course focusing on digital literacy. Developed assignments incorporating digital media projects and reflective writing. Collaborated with peer writing consultants, who helped small groups of students with their projects. Met weekly with other basic writing teachers through the Writing Workshop to discuss pedagogical concerns, classroom strategies, assignments, and assessment. Students composed in a variety of media and wrote reflective essays about their composing experiences. They worked with Peer Writing Consultants to explore the relationship between traditional and so-called new or digital literacies.

First-Year Writing. Created curriculum for and independently taught four first-year writing courses, three of which met in a computer lab. Developed assignments combining visual analysis, written argument, and hypertext design. Facilitated online discussions and peer writing groups. Students read and analyzed a variety of texts, wrote traditional essays, and created visual and Web/interactive texts.

Literacy Studies Courses

Screen Literacy. A literacy project that contains research into media literacy and education, as well as an original teaching module designed to (1) introduce college students and lifelong learners to the concept of literacy as it relates to the Internet, (2) introduce college students and lifelong learners to the basic rhetorical skills needed while using the Internet, and (3) introduce college students and lifelong learners to methods of critical analysis that can be applied to web pages. Web site

Pedagogy Courses

Introduction to the Teaching of First-Year English (assistant to Dr. Brenda Brueggemann). Graduate pedagogy seminar. Assisted in putting course materials online and choosing texts. Responded in writing to group presentations and e-portfolios.

Communication

Persuasive Communication. Developed curriculum collaboratively with team of TAs and faculty course director. Independently taught recitation sections focusing on classical rhetorical principles, essay-writing, and public speaking.

Living in the Information Age. Team taught computer-enhanced course informed by constructivist pedagogy, in which students explored the nature of computer-mediated-communication, designed web sites, and collaborated on group projects focusing on some aspect of technology use in the 20th century (co-taught with D'Arcy John Oaks). Facilitated class and small group discussions on the nature of computer-mediated-communication, web site design, and rhetorical principles. Assessed collaborative projects focusing on technology use in the 20th century.

Introduction to Ideas and Attitudes. Collaboratively developed curriculum for public speaking class informed by classical rhetorical principles. Independently taught two sections per quarter. Web site

 
 
 

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