When I was a sophomore in college, my sociology professor handed back a paper to me saying, with a smile and a shake of his head, "You write like an English major." I was both confused and intrigued by that backhanded compliment, and much of my subsequent research has been devoted to understanding how students learn to distinguish and write for various disciplines and what teachers can do to facilitate that learning. I've grown especially interested in the role of writing in interdisciplinary classrooms, and I'm currently at work on a book about the interdisciplinary curriculum designed for UW-Madison's Experimental College (which existed from 1927 to 1932).
My research interests in the teaching and learning of writing energize the writing intensive classes I teach here at Marquette — including undergraduate courses on literacy and society, the history of rhetoric, advanced composition, and writing for the professions, as well as a graduate course in rhetorical theory for new teaching assistants.
My research interests also converge with my passion for working with writing across the curriculum programs to help instructors in all disciplines incorporate writing into their courses more effectively.
Teaching Fields
- Rhetoric and Composition
- The Musical
Office Hours
FALL 2009
- MW 10:00-10:50
- Friday 2:00-3:30
Teaching Schedule
FALL 2009
- 3210 - MWF - 12:00
- 3210 - MWF - 1:00
- 4210 - MWF - 11:00
Research Interests
- Interdisciplinary Curricula and Writing
- Writing Across the Curriculum Programs
Selected Publications
- “Toward a Theory of Interdisciplinary Connections: A Classroom Study of Talk and Text,” Research in the Teaching of English. 41.4 (May 2007): 368-401.
- “A Discourse-Based Theory of Interdisciplinary Connections.” JGE: The Journal of General Education. 54.3 (2005): 171-195.
- “Negotiating Individual Religious Identity and Institutional Religious Culture." Negotiating Religious Faith in the Composition Classroom. Ed. Elizabeth Vander Lei and Bonnie L. Kyburz. Boynton/Cook (2005):155-166.
- “Making Space for Collaboration: Physical Context and Role Taking in Two Singing and Songwriting Groups.” Writing Groups Inside and Outside the Classroom. Eds. Beverly J. Moss, Nels P. Highberg, & Melissa Nicolas. Mahwah: Lawrence Erlbaum Associates, 2004: 169-186. Co-authored with Kenna Del Sol.
Honors/Awards
- Faculty Excellence in Advising Award, Nominee, 2006
- CASTL Scholar, Carnegie Foundation for the Advancement of Teaching, 2005
- Manresa Writing/Research Award, 2005
- Faculty STAR Award, Residence Hall Honor Society, 2003
- Marquette University Manresa Program Course Development Grant, 2002
Marquette University, Summer Faculty Fellowship and Research Funds, 2002
English Department
