My teaching empowers students to be interculturally-aware, digitally-fluent, and rhetorically-savvy writers. While my teaching experiences are varied in both content and context, I consistently lean on rhetoric as a critical framework to prepare students to become both astute analyzers and proficient producers of multimodal discourse.
TEACHING LEADERSHIP POSITIONS
Online Instructional Designer As an Online Instructional Designer, I adapted the first-year composition (FYC) curriculum into a fully online course. Using a variety digital media, I designed assignments, modules, and instructional activities for both synchronous and asynchronous class meetings. I also authored multimodal pedagogical materials to help new graduate student instructors learn the art of teaching writing online.
Multilingual Composition Program Assistant As a Program Assistant, I contributed to Professor Katherine Silvester's redesign of the multilingual composition curriculum at IU. I created new assignments, developed inclusive pedagogical activities, and served as a teaching coach for new and experienced graduate student instructors.
CCCCs Workshop Facilitator: "Online Writing Instruction for Multilingual Writers: Strategies for Access" (2018) Integrating my experiences with both online writing instruction (OWI) and multilingual (ML) composition, I helped pitch and facilitate this CCCCs Workshop that unites the interests of two CCCCs Standing Groups of which I am a part: the OWI Standing Group and the Second Language Writing (SLW) Standing Group.
Podcasting: Persuading with Sound I designed and am currently teaching the first "podcasting" course in the IU English department. This course prepares students both to analyze the persuasive possibilities of audio storytelling and to produce their own narrative non-fiction podcast with specific rhetorical goals in mind.
Visual Rhetoric: The Video Essay As a pedagogical intern, I worked with Professor John Arthos to design and teach the first "video essay" course in the IU English department. This course teaches students to analyze the cultural impact of film and to compose that critique as a video essay.
advanced composition courses
Technical and Professional Writing This course teaches technical and professional composition through the lens of rhetoric. I augmented the standard departmental curriculum with activities and assignments that helped students uncover the cultural implications of typography and social media.
Service Learning Writing As a pedagogical intern, I worked with Professor Joan Linton to teach a service learning writing course that partnered with Middle Way House and the local homeless shelter. This course integrates students' volunteer experiences with academic research in an effort to produce community-centered writing that resists the "grand narratives" surrounding issues like domestic violence and poverty.
INTRODUCTORY COMPOSITION COURSES
Cross-Cultural Composition I designed and taught the first Cross-Cultural Composition course at IU; it enrolls 50% international students and 50% basic writing students. This course aims a) to prepare students to compose for diverse, heterogeneous, and global audiences and b) to increase cross-cultural communication and collaboration among domestic and foreign students at IU. Online Composition I designed and taught the first online composition course at IU. Each week, students complete a variety of asynchronous activities based on a series of digital media assets that I designed. Then we meet for a weekly synchronous videoconference where students exchange their ideas, questions, and writings.
Multilingual Composition This course teaches analytical writing, research methods, and American academic culture to multilingual students. My version of this course asks students to investigate the relationship between language and culture across different digital and multimodal texts.
First-Year Composition This course teaches analytical writing and research methods to first-year students. My version of this course encourages students to examine the relationship between language and power in various digital and multimodal texts.
University of Montenegro While most Fulbright Fellows teach in primary or secondary schools, I taught a wide array of courses at the University of Montenegro, including English Conversation, Anglophone Current Events, and American Drama. When I returned to the US in 2013, I was selected to give a presentation about my experiences at the annual Fulbright Convention in Washington D. C.
Lieber Memorial Teaching Associate Award Winner of the highest teaching award offered to graduate instructors at IU. Awarded in 2018 by the Office of the President for "truly distinguished" teaching. Visit my YouTube Channelfor a glimpse of my teaching practices and philosophies. Composition Program Teaching Award Winner of the departmental teaching award in 2015 for excellence in composition pedagogy. I have been nominated for this award every year that I have been eligible for it.
Over the summer, I was asked, "Collin, where are the example syllabi on your website?" The answer is, of course, wrapped up in my teaching philosophy. Here it is:
Syllabi often have multiple audiences, but--like most instructors--I design them with students in mind first. At IU, that means that I have chosen to build my syllabi in our HTML-based learning management system (LMS). Rather than creating a .docx or .pdf file and distributing it on the first day of class, I leverage the multimodal affordances of the web-based platform to create a dynamic and interactive syllabus within the LMS itself.
Like any rhetorical decision, this comes with consequences. Specifically, it complicates the delivery and distribution of my syllabi to secondary audiences like you. Importing an HTML syllabus into a personal website is not as easy as it sounds. The primary roadblock is that my syllabi--with their readings and assignments--are distributed across dozens of different webpages in the LMS that would overwhelm this site with clutter. And there are CSS and compatibility issues to consider too.
That being said, I am committed to the open exchange of pedagogical materials and strategies, and I aim to work this year toward making those materials available on this website. So stay tuned!
I am committed to making this website as accessible and inclusive as possible. If you are unable to access parts of this website, please contact me, so that I can address the website design and make materials available in other formats. Email: firstname.lastname@example.org | Twitter: @collin_bjork