I enjoy presenting at conferences and seminars alike, taking every opportunity I can to engage colleagues in conversation and speculation about our teaching and our research. My presentations are designed to ask questions, challenge thinking, and foster dialogue.

  • Technology, Agency, Voice

    New Learning Horizons: Digital and Hybrid Pedagogies | Norwegian University of Science and Technology | May 2018

    This could be a full decription about the project

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  • Getting Critical

    New Learning Horizons: Digital and Hybrid Pedagogies | Norwegian University of Science and Technology | May 2018

    This session challenges us to rethink our approaches to the classroom, looking critically at everything from the syllabus to assignments, assessments, discussions, and even furniture placement. We’ll engage questions of motivation and authority in ways that prioritize people over programs.

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  • Hybrid Pedagogy: Ethos and Mission

    New Learning Horizons: Digital and Hybrid Pedagogies | Norwegian University of Science and Technology | May 2018

    Learn about “double-open” peer review and the benefits of an iterative editorial processes. See how subtle-yet-persistent publication strategies change academic writing. This session dissects Hybrid Pedagogy’s ethos, exposing the principles and practices that turn an online journal into a form of experimental classroom.

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  • Humanizing the Online Course Experience

    Beyond Essentials Webinar Series | National University | June 2017

    I discuss the complexity of compassionately teaching students (as opposed to content) in an online class. I argue that online education operates simultaneously in emotional, physical, and technological spaces, and that a breakdown in any one of these can make students feel isolated. I assert that, in addition to content expertise, online teachers also need the equivalent of help-desk skills, interpersonal skills, and customer-service skills to help manage the demands of the virtual environment.

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  • ‘We’re Not Ideologically Neutral’: Using Open-Access Journals for Community/Advocacy

    Scholarship of Teaching and Learning Commons | Savannah, Georgia | Mar 2017

    This presentation expands directly upon Maurer’s “give voice to SoTL” charge by addressing how journals can be used to disseminate, popularize, and even shape the thinking within an interdisciplinary field of research. I will argue that journals have an obligation to give voice to the oppressed. And while we don’t often think of SoTL as being oppressed per se, I will show how scholarly advocacy—specifically in online, open-access venues—is vital to the growth and survival of the discipline. Issues of access, gatekeeping, advocacy, community-building, and scholarly rigor will be discussed, positioning SoTL as perfect material for online academic publication and open-access journals as the perfect means of preserving and developing the field.

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  • Combatting Otherness: Helping Students Navigate Belonging Through Discourse Community Analysis

    Northeast Modern Language Association | Baltimore, Maryland | Mar 2017

    Analyzing Discourse communities within a Writing About Writing course can empower students to learn about their careers and personalities, so long as they’re focused on their own interests.

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  • Virtual Corridors: Nurturing States of Mind in Online Spaces

    Florida College English Association | St. Petersburg, Florida | Oct 2016

    The physical separations inherent in online courses make it easy for participants in a course to develop states of mind that vary substantially. These differences may affect or disrupt communications (Richardson & Swan, 2003) among participants or create differences in expectations (Friend, 2014) for the course. In short, because those in an online course are infrequently working synchronously or in proximity, isolation permeates the experience (Eastmond, 1995; Turkle, 2011). However, such isolation flies in the face of Bandura’s (1977) social learning theory, which suggests that learning happens through group interactions.

    This presentation addresses “the tension and transition between physical and felt states” in online courses by attending to the various states of mind involved in an online class. By attending to interpersonal needs of participants in an online course, instructors provide a nurturing virtual corridor that connects the content of the course with the lived experience of each participant. Three forms of connection make the virtual classroom more authentic: access (reducing mental and technological barriers to digital content), presence (bringing physical reality into the virtual experience), and compassion (attending to the emotional needs of participants). Each corridor journeys from the virtual state into the emotional, mental, and physical states participants inhabit.

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  • Left to Their Own Devices: Dis/allowing Students’ Use of Technology in the Classroom

    Computers & Writing | St. John Fisher College | May 2016

    I argue that student-generated technology policies secure agency, buy-in, and willing participation.

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  • From Mickey Mouse to Cigar City: What Flexibility, Interdisciplinarity, and a Two-Hour Drive Can do for Employability

    CCCC | Houston, Texas | Apr 2016

    I present experiences on the job market during the dissertation process. This presentation will focus on the hidden benefits of nontraditional, interdisciplinary degrees in a job market still largely defined by disciplinary divisions. I also address the hidden challenges of seeking employment at small, private, liberal-arts universities after working at and graduating from a large, research-driven public institution. This session will highlight the rhetorical shifts required when navigating between working in a large, nationally renowned composition program and interviewing with small English departments that may not (yet!) follow current trends in composition pedagogy. This speaker will address the effects of differing institutional perspectives, the importance of contextualizing one’s experience and strengths, and other insights from a recent successful job search.

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  • The Missing Link: Interventions for Enhancing Traditional Student Composition

    Computers & Writing | UW—Stout | Jun 2015

    Typical composition courses have students create documents that are inherently print-centric, designed for the page regardless of whether that physical form is necessary or appropriate. Writing for electronic environments uses the hyperlink as an essential rhetorical element of communication, and traditional documents can easily be enhanced with hyperlinks using available, familiar tools. This presentation advocates for the incorporation of hyperlinks into composition assignments and instruction.

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  • Modality as Contact Zone: The Convolution of Access, Politics, and Ethics in Florida’s Online Courses

    Computers & Writing | Washington State University | Jun 2014

    This presentation uses a 2011 Florida law as a context for examining course modality as a contact zone. The law requires all high-school students to take at least one online course before graduation. The politically minded law ignores complex issues of access and ethics that become reified in our FYC courses. I will examine the “cultural and ideological characteristics” of this technological requirement to identify how writing instruction in various modalities can accommodate (or defend against) student expectations for online learning.

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  • Out of Our Hands or Out of Our Minds? Using Distributed, Collaborative Tools to Crowd-Source Content Creation in Humanities Classes

    DHSI Colloquium | UVic | Jun 2014

    This presentation proposes distributed content production as a process of shared knowledge creation that provides value and relevance to humanities courses, highlights the value of student contributions, and reduces student reliance on instructor-gathered resources. Using a Twitter hashtag and a Google Doc, we will solicit content about distributed learning as we discuss approaches to distributed learning with the audience. The interactive nature of the session will show how online audiences can help inform in-person conversations and how classroom discussions can benefit from broader perspectives when the boundaries between class and life blur.

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  • More than Cogs: Using MOOC Pedagogies to Resist the Mechanization of fyc Students

    Computers & Writing | Frostburg State University | Jun 2013

    This presentation discusses whether the characteristics of successful MOOCs can apply to traditional, smaller, and in-person first-year writing courses—specifically, their openness, their tendency toward connectivity, and their use of distance.

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  • Promoting Access: Improving Intertextuality and Information Accessibility with Digital Portfolios

    College English Association National Convention | Apr 2013

    This presentation will argue that digital document design can be a natural extension of students’ current writing practices and serve as a bridge between print- and web-based portfolio presentations. I propose that document-design instruction and use of moderately advanced (yet easily accessible) tools in the word-processing applications students already use can help students 1) create useable, flexible, portable documents from their existing content; 2) enhance their technological literacy and comfort with digital tools; 3) create documents that employ navigation features to assist future readers; and 4) learn electronic submission strategies that are becoming more common for publication.

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  • Going (Pedagogically) Green: Student Work as Objects Created for Re-Consumption

    English Symposium | University of Central Florida | Mar 2013

    Explores the need for open-access writing assignments with authentic audiences to allow students to see writing as a purposeful, flexible act.

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  • Implications of Delivery Mode for Outcomes-Based FYC

    CCCC | Las Vegas, Nevada | Mar 2013

    Presents preliminary findings of a study comparing hybrid/blended and face-to-face delivery modes of a FYC course. Includes responses from teacher interviews and student perception surveys.

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  • Taking a Bite in the Middle: Implementing Digital Portfolios in FYC Courses

    CCCC Computer Connection | Las Vegas, Nevada | Mar 2013

    This presentation explores the benefit of implementing single-document digital portfolios in a first-year writing course. I position these portfolios as an accessible, flexible middle ground between traditional paper portfolios and fully online electronic portfolios.

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  • From Knowledge-Seeking to Knowledge-Making: Improving Intellectual Capital in First-Year Composition Courses

    Globalization, Information, Policy & Knowledge Production Annual Meeting | University of Central Florida | Feb 2013

    This presentation leverages the tension between genuine and artificial assessment and position first-year composition courses as an essential element in students’ transition from knowledge seekers to knowledge makers. FYC allows students to reform their relationship with information by introducing students to primary research and genuine inquiry based on authentic writing situations. A curriculum built around genuine inquiry naturally causes us to draw out the self-reliance, self-interest, and intellectual capital in our students.

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  • Built Beyond the Walls: Bringing MOOC Strategies into the Composition Classroom

    North Carolina Symposium on Teaching Writing | North Carolina State University | Feb 2013

    This presentation explores the pedagogical issues raised by MOOCs and shows how strategies of collaboration, assessment, and reflection used in massive online courses can support teaching and learning within the traditional composition classroom.

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  • Managing Expectations: Directed Self-Placement for In-Person or Online Courses

    Student Success in Writing | Georgia Southern University | Feb 2013

    Reviews insights gathered from students and teachers working on f2f and hybrid versions of an outcomes-based first-year composition program at a large research university. Proposes an approach for directed self-placement that draws from student experiences and awareness, balancing them with teacher expectations for the courses.

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  • Umbrella or Bridge: Discourse communities as the centerpiece of FYC

    Classroom Matters: Pedagogy in Practice and Philosophy | University of Florida | Feb 2013

    This presentation reviewed conversations and results from a curriculum-revision task force charged with re-imagining how discourse communities can feature in our first-year writing courses. The task force positioned discourse communities as the centerpiece of the class, but with multiple small assignments, rather than a single high-stakes writing task.

    I show how discourse communities can be presented in manageable segments to help students acquire a social view of writing. Presented material includes sample assignment sheets, an explanation of our assessment strategy, and critical reflection from a teacher who piloted this approach.

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  • Promoting Access: Creating Information Literacy Through Digital Portfolio Design

    Georgia International Conference on Information Literacy | Georgia Southern University | Sep 2012

    Presents a digital portfolio—a single PDF containing the multiple documents from a semester—as an effective method for developing information literacy and as an accessible middle ground between print- and web-based portfolios.

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  • Putting DH in FYC

    DHSI Colloquium | University of Victoria | Jun 2012

    I discuss layering student text with metadata and connections on top of existing content.

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  • Digital Literacies in FYC Classrooms: Enhancing Understanding, Engagement, and Transfer

    Computers & Writing | NC State | May 2012

    The curriculum we use at the University of Central Florida, Writing about Writing, can be intimidating to students because they are expected to read, understand, and enact difficult theoretical concepts in composition and writing studies. Rather than attempting to teach students “how to write,” our curriculum focuses on teaching students transferrable concepts about writing, so they can apply this knowledge outside of the composition classroom. Some of the criticism of this curriculum has centered around the idea that introducing students to theoretical writing concepts by having them read scholarship in the field of rhetoric and composition may be overly complex and may limit the engagement and understanding of first-year writing students. We suggest that incorporating students’ existing digital literacies into the composition classroom may increase the success of writing-concept transfer into students’ future writing situations.

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  • Re-imagining Collaboration: Peer-Review Workshops & Joint Authorship

    English Symposium | University of Central Florida | Apr2012

    Starting with a view of the problematic position of collaborative writing for humanities faculty, I argue that our classes should be taught to more appropriately value collaboration as a means of writing. I address concerns of plagiarism, source uncertainty, and indefinite publication status. Suggestions include joint authorship, hypertext citations/references, and metadata tags for source data.

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  • Assessing and Preserving Intellectual Property in Online Collaborative Composition

    Georgia International Conference on Information Literacy | Georgia Southern | Sep 2011

    When students compose collaboratively using tools like wikis, individual contributions blur with those of other students. Plagiarism is often a problem when ownership and student contributions are clearly defined; collaboration blurs intellectual property lines, as well. This presentation will explore the acute challenges presented by online collaborative composition and suggest perspectives that can bring awareness to intellectual property and make better use of the online medium.

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  • Fortune Regained: Online Collaborative Writing Tools

    CEA National Convention | St. Petersburg, Florida | Apr 2010

    This presentation highlights the features and functionality of Google’s Wave platform, with an emphasis on its benefits in the composition classroom. The current and future states of the Wave platform are evaluated in terms of its usefulness and practical application to the classroom environment, both online and in person. I highlight lessons learned from its brief availability and show options for implementing the service despite discontinued support from Google.

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  • The Impact of Socio-Economic Status on Acceptance of LGBT Gifted Students in Urban/Suburban Schools

    National Association for Gifted Children National Convention | Charlotte, North Carolina | Jun 2006

    Studies of LGBT (Lesbian, Gay, Bisexual, and Transgender) gifted students face the difficulty of identifying these at-risk students who are hidden, threatened, and oppressed in many schools. The fear of disclosure makes this group difficult to identify, but meeting their unique affective and curriculum needs is crucial. This qualitative study used case studies and interviews to obtain information about the experiences and attitudes to LGBT gifted students by both gifted and non-gifted students in two high schools: one urban, ethnically diverse, and low-income; and one suburban, macro-cultural, and affluent. Includes recommendations for differentiated counseling services for LGBT students.

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