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Teaching Philosophy: A Work in Progress

My philosophy of teaching opens with the premise that I teach students, not professional or academic communication. Students enter the classroom with years of writing and communication experience, and among the first goals of any course I teach is to guide students to recognize their existing practices as experiences on which to build. This approach helps me better understand the strengths and challenges each student brings into the classroom, and develops an ethos of care and understanding by valuing the composing activities in which students already engage. When students report they regularly compose social media posts and text messages, we’re immediately able to examine the generic expectations emerging around different kinds of posts and messages and to identity the audience, purpose, content, and style of message genres. This rhetorical approach to communication practices both values students as writers and demonstrates the rhetorical approach to composing that I bring to any composition-intensive course.

My teaching philosophy is refined by demonstrating that I join students in a community of learners. I seek to facilitate the advancement of students’ composing practices through instruction, practice, feedback, and iteration. While I represent the class subject matter expert on composing theory and practices, I willingly share my own learning experiences, including my writing challenges and successes, to demonstrate my approach to composing as continually working toward, but not quite achieving, mastery. Rather than focusing on lecture as a primary instructional strategy, I seek to engage students in Socratic dialogues on composing strategies writ broadly. Dialogue content ranges widely, but I encourage students to make claims, recognize warrants, provide evidence, and generate counter claims about specific strategies like document design, the ethics of data visualizations, and using un-gendered language and imagery. Facilitating such dialogues provides opportunities for students to engage in community learning experiences all — students and teachers — work and learn together.

Nurturing a community of learners reflects my approach to composing as a collaborative activity, practiced in social contexts. As a result, my classroom is not only orally collaborative through Socratic dialogue, but also textually and technologically collaborative through hardware and software. I prefer to teach composition-intensive classes in a computer lab, where the technologically mediated experience of composing is obvious and clearly displayed. I require students to compose in collaborative settings through group composing activities, collaborative synchronous composing using Google Docs, and peer review sessions using Google Docs. I understand teaching as a collaboration among students and teachers, and I tend to use the classroom environment, packed with technological affordances for collaboration, to model this understanding. Like my students, I also engage in collaboration through reviewing drafts in Google Docs and providing feedback that can be seen not only by the writer, but also by the student’s composing partners. I do this not to shame students, but to demonstrate that composing happens in social environments and to provide feedback that other students may be able to apply to their own work.

I focus attention on the collaborative, social context of composing because I seek to prepare students to compose in workplace contexts where collaboration is the norm, not the exception. Nearly two decades of experience working in higher education marketing and communication inform this collaborative approach. Workplace composing necessarily happens in social contexts, often imbued with undertones of workplace politics, power differentials, and personality conflicts. Workplace contexts regularly require joint authorship and the sharing of rhetorical agency while navigating these undertones. I seek to create a classroom environment where collaboration among weaker and stronger composers, among native and non-native English speakers, and among speakers of multiple Englishes, is practiced, valued, and honed. I trust such activities prepare students to compose in workplace environments, even when their composition assignments are academic in nature.

I operationalize my philosophy of teaching by assigning compositions that seek to address a specific problem in society. In a classroom focused on academic composing, assignments focus on solving a public problem. In a classroom focused on business and professional communication, assignments focus on professional and workplace problems that need to be solved. In both contexts, I seek to create assignments that students have agency to shape to problems and situations in their field, major, discipline, profession, or area of interest. I also encourage open conversations about social and political issues, providing opportunities for students to make and support their own claims about contemporary issues and policies and to challenge claims made around these issues by others, either in our beyond the classroom walls. These conversations are planned around assignments toward scaffolding composing experiences from the conceptual to the practical. I facilitate classroom and online conversations; given my preference for technology-mediated classrooms, I include online discussion expectations in classroom-based, in-class/online hybrid, and online learning environments.

 I seek to improve instruction with every class I teach. Beyond formal course evaluations, I provide time and space for students to share what worked and didn’t work in each class I teach. While power differentials between teacher and students necessarily color feedback, I am pleasantly and regularly pleased that students willingly provide honest critical feedback when asked. I trust and believe this comes as a result of facilitating a community of learners in which all voices, including dissenting opinions, are not hushed, but heard and valued. I reflect on feedback I receive and combine it with personal reflections on students’ progress to adjust learning activities, instructional design, assessment rubrics, teaching style and mode, and the syllabus to ensure improvement. I seek improved pedagogies with each passing semester, and I actively seek them out when they are not immediately forthcoming from feedback or reflection. I seek out teachable moments, whether they come from campus lectures or events, blog posts or news items, emerging scholarship, conferences sessions, colleagues and students themselves, and look to incorporate them into classroom discussions, readings, and assignments when possible. I seek to adapt to student needs, to adapt to the teaching environment, and to adapt to the contexts in which instruction occurs — political, economic, social, emotional, and intellectual — in each class I teach.