After an abysmal first day of class, I retooled and approached the second day with completely different priorities. This semester tests our ability to be flexible.

This global pandemic changes the way we work, socialize, teach, and take action. In response, our classes must prioritize social good over individuation.

College freshmen search for ways they can belong. Our FYC courses should help them find groups and fit in.

We often expect students to sit in discomfort as they learn. How can educators use their own discomfort as opportunities for resistance?

We make classes about our interests & hope students take them because they care. How much more would students engage with courses about their interests?

Grad students applying for jobs — and their graduate programs — must know themselves, their expectations, and their audiences for the job market to work.

Requirements to submit work to Turnitin are built on a misunderstanding of “originality” in academia. Students must feel trusted & respected, not suspect.

Teaching the rhetorical gesture of hyperlinks, suggesting an intervention to develop students' skills using existing, familiar tools and technologies.

Many writing assignments expect all submitted work to be identical. I want my students’ work to be delicious, and I want to savor each morsel of what I see.

This semester, I’m going to work on letting go — letting my students solve the problems of class, rather than trying to direct every effort.