Current teaching assignment and teaching approach: Senior Lecturer of Rhetoric & Composition 1010/1011/1020. I use a variety of teaching styles: lecture, group work, and multi-modal elements to accommodate learning styles. My goal is to help students face the rigors of collegiate writing by introducing them to effective writing skills. My mantra “Writing is never done, just due” illustrates the importance of process-writing.
Research and creative interests: My doctoral dissertation An Examination of Student Perceptions of Knowledge Transfer in the First-Year Composition Experience (2017) focuses on using the skills learned in 1010/1011 in other educational and “real life” domains.
Why I became an English professor: I felt the call to become an English teacher after experiencing my first-year composition course. It was somewhat obvious: I had a knack for writing essays, for finding meaning in poetry and prose texts—and for diagramming sentences. After teaching middle- and secondary-level Language Arts for several years, I earned a Master of Arts in Literary Studies at UTC where the door opened for me to teach at the collegiate level.
My expectation of students: I expect my students to prepare carefully structured drafts (intellectual perseverance), complete their own best work (intellectual integrity), strive to be competent and helpful peer reviewers (intellectual community), and accept constructive criticism (intellectual humility). My goal is for each student to become a more effective thinker, writer, and communicator.
Little-known facts about me: Having grown up on a Midwestern farm, I enjoy caring for my three Black Creek Beagles and my potbelly pig Wilbur. My musical preference is inspired, perhaps, by my red hair: Irish folk. My main interests, in addition to reading, are using my contralto voice in choirs or small groups and traveling. Some of my fondest memories are of family trips to New England, the Rocky Mountains, and the Dominican Republic. For several years my husband and I had the fulfilling experience of sponsoring faculty-student trips to Mexico, England, and France.
A life-changing event: In recent years our family was faced with the death of our 24-year-old son, who served as a US Marine. In unforeseeable ways, his passing has helped me connect with others who have experienced pain and loss. My students often tell me his story has challenged them to re-examine their perspective of life—a vital part of true learning.