Tiffany Mitchell teaches courses in rhetoric and composition and professional writing--both in face to face (f2f) and online-exclusive formats. She's also taught ESL courses in the past. Her professional and research interests focus on first-year writing, online writing, and multimodal compositions. She also has interests in social justice, feminist, racial, intersectional, and LGBT issues, writing, and actions. She co-authored a professional writing textbook titled The Write Path: Communicating Your Way to Professional Success with 3 colleagues in the UTC English dept. She also has a co-authored article in the Journal of Library and Information Services in Distance Learning and has written blog posts about teaching multimodal composition in Macmillan's Bedford Bits community.

Education:

B.S., Political Science: Legal Studies, UTC
M.A., Rhetoric and Writing, UTC.

Research and Creative Interests:
My research interests mirror many of my teaching interests. Additionally, I have an increasing interest in non-tenure-track faculty issues and diversity/inclusion in academia concerns.

Teaching Interests: 
First-year writing; online writing; technology in writing courses; multi­modal composition and communication; social justice and writing; professional writing.

Teaching Approach: 
I mainly teach first year writing, so my approach is to meet students at their levels and work to bring them up to where they should be to successfully navigate college as well as life after college. My goal is to help students pay attention to the world, be informed, and learn to develop their own opinions and critical thinking skills about the environments they navigate. I try to always be an enthusiastic instructor and make class engaging and fun because we all learn best when we aren't bored.

Why did you become an English professor?
After finishing my MA, I adjuncted for a year without knowing this would turn into a career. After a year of adjuncting, I realized I had a knack for this. Completing my MA "grew me up"; in many ways, I want to help students experience some of this in my classes. Studying rhetoric, honing my writing, learning the power, history, and future of rhetoric and writing (which allowed me to analyze and write about other topics I'm interested in, like social justice, criminal justice, feminist and racial issues) profoundly shifted who I am. Realizing that by becoming an English professor, I could turn around and perhaps affect others in the same ways I had been affected stirred something in me. I followed that soul stirring. So, honestly, I didn't set out to become an English professor before or after finishing my MA, but I soon thereafter realized that this was precisely what I should be doing.

What do you expect of students?
I expect them to be enthusiastic about learning the material--even if English classes aren't their faves; to be prepared for each class; to be honest about their short­comings and needs; to go beyond basic expectations of assignments; to seek help when they need it; and to challenge me to be better and more effective.

Outside of being a professor, what do you do for fun and/or relaxation?
I spend time with my little people; read a lot about a lot; watch TV shows and movies that I enjoy; and try to spend quality time with my husband and extended family when we see them.

What's something about you that might surprise your students? 
I have a pretty good eidetic memory, an impressive memory palace, and am studying four languages via DuoLingo.