Writing Studies

Teaching Philosophy

My approach to writing instruction centers on care-centered pedagogy—meeting students where they are and understanding the real challenges they face. Writing is a deeply personal and social act that varies across communities, contexts, and purposes. I emphasize process over product, collaboration over competition, and the importance of finding one's authentic voice while learning to communicate effectively with diverse audiences.

Central to my practice is peer-driven learning, an innovative pedagogical approach I developed and refined over multiple semesters. Rather than the traditional "banking model" of education, I create classroom environments where students actively drive their own learning through collaboration, play, and authentic engagement with material that matters to them. This approach fosters what Daniel Pink identifies as the key motivators: autonomy, mastery, and purpose—allowing students to take ownership of their learning while developing genuine mastery of writing skills.

Drawing from my experience teaching in diverse contexts—from correctional education programs to ESL intensive courses to advanced undergraduate seminars—I believe in flexible expectations with maintained high standards. Each student brings valuable perspectives and experiences that enrich our learning community. My role is to provide scaffolding, meaningful feedback, and empathetic support while challenging students to grow as critical thinkers and effective communicators.

In the digital age, writing extends far beyond traditional academic essays. My courses incorporate multimodal composition, digital rhetoric, and technology as tools for human connection rather than replacement for it. Like the educational innovation of Sesame Street, I believe in research-based approaches that make learning accessible, engaging, and inclusive while maintaining academic rigor.

Course Offerings