Always learning. As a teacher, I enter the classroom with such a mindset: eager and enthusiastic about what we will learn together as our class unfolds. I tell my students that a great paper is one that teaches its reader something new—even when that reader is a professor. I assure my students that since we have all unique lives, perspectives, and voices, every writer is capable of delivering a truly remarkable message. In my courses, we explore and exercise our uniqueness in and through writerly process. Drafting, revising, and reviewing our work, we carefully hone our messages with attention to form and content. By such careful consideration, we take a cue from our world's greatest storytellers and critics. Through the study of literature as well as other kinds of "texts"—images, new media, music—we enter into dialogue with these storytellers: speaking to, with, and back at them. Authors and artists to appear on my syllabi include: John Berger, Susan Bordo, David Eggers, Michel Foucault, Toni Morrison, Ernest Hemingway, Anne Carson, Cathy Caruth, Cindy Sherman, and bell hooks.
SAMPLE COURSES DESIGNED AND TAUGHT AS INSTRUCTOR OF RECORD:
A multimodal composition course focused on writerly process in which students examine a range of challenging and provocative "texts"—essays, books, images, music, and ideas/concepts/phenomena. Currently on the syllabus: Anne Carson's Eros the Bittersweet, Peggy Phelan, the photography of Francesca Woodman, "the selfie," Susannah Cahalan's Brain on Fire, Beyoncé's Lemonade, and the poetry of Warsaw Shire.
Advanced Writing in the Disciplines (Ongoing)
An advanced writing course that places emphasis on the demonstration of “expert” or “professional” knowledge in writing. In AWD, students strengthen their comprehension of disciplinary discourse—the values it expresses and the stakes that it demands—through a series of assignments designed with attention to genre and audience.
A special service-learning, community partnership section of AWD with a particular thematic focus on the intersection of trauma and discourse. A key aim of this course is to instruct on the theoretical concerns of trauma as they are situated in the Social Sciences and the Humanities. In this course, theoretical inquiries concerning trauma were raised and analyzed through collaboration with Our Marathon: The Boston Bombing Digital Archive. Students in this course curated digital exhibits for the archive, which they presented at the semester’s end in a special event held at the site of the bombings. An article about this event was featured by Northeastern’s news
Technology and Human Values (Fall 2016)
Part of Northeastern's Global Pathways curriculum, this class is designed for graduate students going toward a MA in the sciences. It aims to focus on the interconnection between technology and humanity; how technology has changed humans physically as well as psychologically; and the future interconnection between human evolution and technological development. Students are asked to consider their own relationship to technology through a critical examination of their digitally mediated, contemporary lives: how does technology shape human values?