This month, I led an international team in launching a new academic podcast: Global Rhetorics. This podcast amplifies the research and teaching of rhetoricians around the globe. Our episodes take a deliberately interdisciplinary and international perspective. We interview scholars working in a variety of countries, cultures, and disciplines about their rhetorically-oriented scholarship and pedagogies. Subscribe and download episodes wherever you get your podcasts!
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Coronavirus has devastated communities around the globe, and it has altered how many educators teach. Because I have both research and teaching experience in online education, I've been fortunate to help instructors modify their f2f courses for online delivery. In conjunction with the Global Society of Online Literacy Educators, I hosted "walk-in webinars" for professors of writing, rhetoric, and communication in multiple countries. Together, we talked about strategies for synchronous and asynchronous online pedagogy. I was impressed with the dedication, care, and empathy that instructors invested in their courses and their students. And I'm truly grateful to work in a field with such outstanding teachers.
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Last week, I wrapped up my first semester at Massey University, and now it's time for summer school in the southern hemisphere! Based on student feedback and consultation with the Centre for Teaching and Learning, I've modified the Science Communication curriculum, and I'm looking forward to seeing how students respond to those changes. In addition to teaching this summer, I plan to jump-start a couple research projects and also to have fun "tramping" (the kiwi term for hiking) through the native bush here in beautiful Aotearoa New Zealand.
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This semester, I was fortunate enough to attend the 7th Rhetoric Society of Europe Conference in Ghent, Belgium. Together with my colleague, Frida Buhre (Uppsala University), we organized two international panels on the topic of "Rhetoric and Time." As part of those panels, I gave a presentation titled "Time, Ethos, and the Trial of Socrates." In addition to the diversity of research projects, I love the lively, sharp, and welcoming community of scholars at this conference. I'll definitely be applying again in the future!
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In 2019, I accepted a job as a Lecturer in Science Communication at Massey University in New Zealand. From my "home base" in the School of English and Media Studies on the Manawatū campus, I collaborate with the Science faculty in teaching writing, speaking, and rhetoric to students across a wide range of scientific fields. It's a wonderfully interdisciplinary position that suits the heterogeneity of my skill sets and interests.
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Between defending my dissertation and moving to New Zealand, I attended the Rhetoric Society of America Summer Institute hosted by the University of Maryland. There I participated in a workshop about ethos led by the dynamic duo of Carolyn Miller and Peter Simonson. In addition to the lively multi-day discussion with colleagues, I also visited the Nation Museum of African American History and Culture. It offered a powerful and poignant story about race in America.
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On this date, I successfully defended my dissertation, "Accumulating Character: Time and Ethos in Rhetorical Theory." Although there's much that I want to refine about this project moving forward, I'm glad to have reached this milestone. I certainly couldn't have completed this project without the incredible support of my dissertation committee. I'm especially grateful for the mentorship--and friendship--of my dissertation chair, Dana Anderson, who taught me (among many other things) to write generously. Mil gracias, Dana.
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I'm excited to announce that I have been awarded the Culbertson Dissertation Fellowship from the Indiana University English Department. I am humbled and grateful for this support, which allows me to focus on my research during the upcoming semester. By the end of the fellowship, I plan to have completed my dissertation.
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As part of my dossier, I also submitted an extensive--and I mean EXTENSIVE--teaching portfolio. It contains a self-analysis of my pedagogy, a collection of peer observations and student letters, unabridged evaluations, and more.
If you want to take a look at it, send me an email. I'm happy to share it with you. But fair warning: it's 163-pages!
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