On this page, you’ll find more information about courses I have taught and developed during my career.
San Jose State University, Department of English and Comparative Literature
Courses taught and developed:
English 111: Digital Content Strategy and Social Media Writing (Fall 2020, Fall 2021, Fall 2022)
25-student course in content strategy, including content auditing, user testing, content creation, and implementation and assessment. Students choose an organization to work with for this semester-long content project. Recommended course for professional and technical writing program.
English 129: Writing for Professional Publications (Fall 2018, Spring 2019, Fall 2019, Spring 2022)
Formerly English 129: Introduction to Career Writing
25-student course in which students write to get published in the places that they read and to practice in the types of writing they might do in the workplace. Students develop skills for writing for creative nonfiction publications, social media, nonprofits, and marketing and communications. Students also write and produce English Department newsletter, an in-class podcast series, and their own blogs.
English 107: Professional and Technical Writing (Spring 2022)
25-student course in technical writing, including job preparation, proposals, instructions, content management, and user guides. Required course for professional and technical writing program.
English 106: Professional and Technical Writings (Spring 2019, Fall 2019, Spring 2020, Fall 2020, Spring 2021, Fall 2021, Spring 2021, Fall 2022)
Formerly English 106: Editing for Writers
25-student course that cover the fundamentals for editing and working as a professional editor. Course covers copyediting; syntax; concision, clarity, coherence; and document design. Required class for TPW concentration.
English 100WB: Written Communications, Business (Fall 2018, Spring 2019, Fall 2019, Summer 2020)
25-student course designed to simulate actual business communication scenarios (oral and written) that are encountered by business professionals daily during the course of their careers. Assignments include professional correspondence, job documents, promotional materials, reports, and more.
Humanities and Arts 187: Creative Team Practicum, Editorial (Spring 2020, Fall 2020, Spring 2021, Fall 2021)
Internship coordinator for ~5-student internship program with the Marketing Department for the College of Humanities and the Arts. Taught weekly class lessons and collaborated with the Marketing Director on student projects. Team produces the College of Humanities and the Arts quarterly newsletter Expressions and manages the college’s social media pages.
English 298: Special Study (Fall 2021)
Directed independent study with MFA student about podcast writing and producing. Student produced an extended three-episode pilot of fiction podcast, including full written script and audio production.
English 180: Independent Study (Fall 2018)
Co-instructed ENGL180 course (with Alan Soldosky) in which I provided support for an undergraduate student who was tasked with maintaining and promoting events through social media for the MFA in Creative Writing Program.
University of Arkansas, Program in Rhetoric and Composition
Courses taught and developed:
English 2003: Advanced Composition, Multimodal Focus (Fall 2017—2 sections)
Co-designer and primary instructor of 22-student pilot courses on multimodal composition for students in a variety of majors, including education, health, and science majors. Assignments include compositions in social media and podcasting/video.
English 1023S: Writing for Social Media (Spring 2016—2 sections)
Designer and primary instructor of 19-student composition courses that focused on writing for social media. Encouraged development of rhetorical reading and writing skills based on discussion and analysis of social media practices. Worked to prepare students for using social media in a professional capacity.
English 1023S: Writing about Online Writing (Spring 2015—1 section)
Designer and primary instructor of a 19-student composition course that focused on online writing spaces. Encouraged development of students’ critical technological literacy through analysis of online rhetorical situations and strategies and examination of online discourse communities.
English 3035: Technical and Report Writing (Spring 2017—1 section; Spring 2018—2 sections)
Primary instructor of 22-student technical and report writing courses for students in a variety of majors, mainly in health-related fields. Introduced students to practices and concepts of technical communication and professional writing through four major course units that focus on public, visual, institutional, and accessible communications.
English 1033: Technical Composition 2 (Fall 2016—1 section)
Primary instructor of 18-student technical composition course for business and engineering majors. Introduced students to practices of technical communication and professional writing, including analysis of rhetorical situations, ethical practices, document design, integration of visuals, and preparation of common technical documents.
English 2003: Advanced Composition (Fall 2015—2 sections)
Primary instructor of 18 to 22-student composition courses about writing in and for the workplace. Developed students’ skills at both academic and professional writing through developing rhetorically sound job documents, analyzing workplace documents, and investigating and engaging with the cultural values, issues, forms, media, and conventions traditionally found in workplace communication, specifically of their proposed field or occupation.
English 1023: Composition II (Spring 2014—2 sections)
Primary instructor of 19-student composition courses that followed the writing about writing pedagogical approach. Continued students’ development of reading and writing strategies as emphasized in Composition I by asking students to examine their writing practices through the lenses of the writing studies field and by encouraging students to analyze the discursive and writing practices in their communities, hobbies, or fields of study.
English 1013: Composition I (Fall 2013—2 sections, Fall 2014—1 section)
Primary instructor of 18-student composition courses on introductory elements of first year composition such as critical reading, summary, synthesis, and analysis. Led students in writing assignments based on a number of nonfiction sources from across the curriculum to teach students to demonstrate sound argumentation, clear focus and organization, and strong development and support for ideas.
English 5523: Technical Writing for Online Audiences, Writing for Social Media
Designer and guest instructor of a 4-week graduate unit on writing for social media. Created all track content, including weekly video lessons, reading lists, reading responses, and major assignment.
East Tennessee State University, Department of Literature and Language
English 1020: Critical Thinking and Argumentation—Cultural Expression
(Spring 2013—2 sections)
Primary instructor of 25-student first-year composition courses that stressed reading, researching, and writing processes. Used discussions of both canonical literature and popular culture texts to encourage students to think critically about an issue from multiple perspectives, to incorporate of a variety of multimedia primary and secondary sources, and to create and sustain argument in writing.
English 1010: Critical Reading and Expository Writing (Fall 2012—2 sections)
Primary instructor of 25-student first-year composition courses that introduced students to critical reading strategies and phases of writing and researching processes. Led students in assignments that asked them to read and write about the works of others, both for comprehension and evaluation.