COURSES TAUGHT

Introductory and Intermediate Courses                                       

Effective Writing (Critical Thinking & Literature focus)                               

University Writing (Research Writing focus)                                            

University Writing *for Non-Native English Speakers                   

Developmental Writing                        

Public Speaking                                                                                   

Introduction to Human Communication

Introduction to Communication Studies Theories                              

Interpersonal and Small Group Communication                            

Advanced Undergraduate Courses

Public Discourse: Environmental Rhetoric 

Rhetorics of Riot, Protest, and Social Movement

Scientific and Technical Presentations 

Senior Project Advising        

Feminist Film Studies                      

Blood, Bodies and Science                         

Sustainable People, Sustainable Planet

Graduate Courses

Graduate School Writing

  


STUDENT EVALUATIONS

Two recent sets of student evaluations show that 100% of students (a total of 52) would recommend me as an instructor and the course they’d taken with me. 99.7% of students “strongly agreed” that I : 

  • “presented the subject matter clearly”
  • “provided feedback intended to improve course performance.”
  •  “was approachable,”
  • “treat students with respect,”
  • “makes effective use of course readings,
  • creates worthwhile assignments,
  • and has a reasonable grading system.”

Sample student comments


Sample activity: SPEAKING ON PAPER 

In my "Introduction to Public Speaking" courses I've attempted various out-of-the-box activities, but this one has been the most rewarding and interesting to jumpstart the semester. I call it the "Speaking on Paper Activity". This connects well with recent generations of students who are increasingly exposed to images of written text, like hashtag campaigns, and the growing public visibility of minority experiences.

For the activity, I introduce a history of 'speaking on paper' using the Memphis Sanitation "I am a Man!" strike as an example (link). Sometimes we discuss how online spaces change these campaigns' strategies/effectiveness. Then I show them some recent examples like Dread Scott's "I Am Not a Man" (link) and the #iTooAmHarvard microaggression project (linked here, here, and here).

Students create their signs, I instruct that they are not obligated to disclose any personal information but must express a thoughtful, earnest public statement... then they find a place to stand in public on campus for 20 minutes. Sometimes strangers engage them, or ignore them completely, some people stop and read every sign carefully, some high-five, snap, or applaud. Finally, we return to class and they free-write about what the experience felt like, if they felt it was useless or empowering, how people reacted to them, why they wrote what they did, etc. I ask their permission to take and use their photo, with the option of including their face.