Teaching
“Be Humble. Be Curious”
“Rhetoric matters in our daily lives because how we talk to strangers, to our friends and families, to our enemies, and to the public, will affect the composition of those relationships. In the political realm, how we talk influences our ability to make good decisions and resolve conflicts. If our language allows us to identify with the other, peace is possible (but not guaranteed); if our language demonizes the other, then the road to violence is paved (though we need not walk it). Our rhetorical practices—how we go about trying to persuade others and advocate change—influence the character of our personal relationships and also our politics.” (14)
— From The Politics of Resentment: A Genealogy by Jeremy Engels
Below, you will find an interview containing questions related to my career and teaching approaches as a professor at Appalachian State University.
Q: What inspired you to become a teacher/professor, specifically at the college-level?
I knew focusing on English would give me a lot of options, so in my undergrad at Connecticut, I worked at the Writing Center. Being a tutor showed me how rewarding and interesting it could be to teach students about writing and/or literature. I specifically decided to teach at the University level because I also enjoy research.
Q: How do you adapt your teaching style to accommodate students who have different learning styles?
I do not put a lot of stock in learning “styles.” Students have different interests, but according to research, everyone seems to learn best with multimodal approaches. I like to present subjects and projects in different ways. Mostly, I steer away from class discussion. Class discussions, while catering to certain strengths for some students, can unfortunately cause other students to struggle and become quite uncomfortable. I have begun to move towards assignments and projects where students can decide what they are creating.
Follow-Up Question: Have there been any significant changes or advances to your teaching approach over the years?
Putting less emphasis on standard “academic English.” Really, there is no “standard academic English.” No one talks like that, and no one writes like that coming into college. Teaching “academic English” devalues the knowledge and dialects students had previously. I focus more on labor-based grading in order to highlight student progress.
Q: How do you stay updated on pedagogical methods, technologies, or trends in the field?
I learn most by keeping updated with my colleagues; specifically, I learn most from watching them teach and shadowing their classes.
Follow-Up Question: How do you navigate the classroom in the age of technology, specifically regarding AI or “ChatGPT”?
While I have not personally noticed it in my classroom, I try to create assignments that cannot be aided by AI, such as multimodal assignments.
Q: Can you share any significant activities or pedagogical approaches that have proved fruitful in the college classroom?
I used to like teaching personal narratives, though most teach literacy narratives. I like to teach students how argumentation does not simply mean, “here is my thesis with three points to back it up.” Writing can be more about a connection and inviting your audience to join in on an experience. However, students began struggling with connecting that to academic writing.
Follow-Up Question: Well, how do you connect personal narratives to academic writing?
Bethany then asked me how I personally connected personal narratives to academic writing in my own classroom. I respond by saying, while still teaching paragraph structure and MLA, I told students that values within personal narratives can translate to academic writing in that academic writing still contains personal dialects and nuanced values, just in a way that is more controlled and subject-specific.
Bethany responded: Absolutely. I also tell them how personal narratives can relate to their careers; students will eventually have to write personal statements, “About Me” statements, or may even work in a field where they create websites that need personal-based rhetoric.
Q: What criteria do you use to evaluate success and effective teaching in the classroom?
I try to see oversee all new faculty and graduate students. I look for people who are humble and curious. Someone who is receptive. Listening to what their students say. Challenge students, ask the students engaging and open-ended questions. I may ask myself, does this professor want to learn about their students perspectives? Are they creating assignments that mirror this sentiment? I like when professors encourage students to learn about themselves and the world.
Q: What advice would you give to professors just now entering the field?
You should be really open to feedback and criticism. Have professors come to your class and shadow you, and watch other professors teach as much as you can. Focus on multiple things you care about – such as research and professional development. More than anything, be humble. Be curious. As educators, we continue to learn.