Jenna Green Azab // English // Marquette University

Teaching Assistant Professor, Assistant Director of Foundations Instruction

English

We write as a way to learn and we learn in new ways through teaching. These ideas help explicate why I love teaching writing—I get to listen to, learn, collaborate and write with Marquette’s exceptional and inspiring students. Via analyzing and creating texts, I am dedicated to learning with students and supporting them in reaching their academic and professional goals.

In specializing my graduate coursework in Rhetoric and Composition at the University of Wisconsin-Milwaukee I developed pedagogical approaches to be an engaged and responsive instructor. In the classroom, I create a supportive, student-centered learning environment where students can learn to effectively develop, communicate, and share their ideas with those around them. Prior to teaching, I built upon my Writing-Intensive English and Public Relations undergraduate degree from Marquette University and gained extensive experience writing in professional contexts including academic, non-profit, and corporate settings. Bringing this knowledge and experience into the classroom helps students to consider the importance of critical literacies and effective communication skills in their civic and professional lives.

At Marquette, I have been committed to teaching critical thinking and communication across disciplines and departments teaching courses in First-Year English, Scriptwriting, the Educational Opportunity Program, the Emerging Scholars Program and the Honors Program.

Courses Taught

Rhetoric and Composition

Research Interests

Digital and Multimodal Composing

Literacy Studies

Learning Transfer

Interdisciplinary Writing

English Language Learning

First-Year Student Transition and Experience

Publications

Green, J., Campbell, L., and Bungert, N. (2024). "Revisioning a Bibliography Assignment to Center Discovery and Critical Source Engagement." In B. Buyserie & T.N. Thurston (Eds.), Teaching and generative AI: Pedagogical possibilities and productive tensions. Utah State University. https://www.usu.edu/empowerteaching/publications/books/teaching-ai/

"Possibility Thinking in the Community-Engaged Classroom: Uniting Hope and Imagination towards Anti-Racist Action" - Drawing on the work of Patrick Saint-Jean, S.J., this article examines the contribution that “possibility thinking” makes to community-engaged learning at three Jesuit universities. The article considers ways in which possibility thinking intersects both Jesuit and secular perspectives on hope and imagination, and their relationship to anti-racist praxis. We then describe three institutional contexts at different stages of enacting community-engaged learning in introductory and upper-level English classes. The article concludes by offering three praxis-oriented directions for community-engaged learning educators to take up in their own institutional contexts: developing faculty capacity and awareness; fostering solidarity not charity; and encouraging reflection not reaction.
epublications.regis.edu

Capacitating Community: The Writing Innovation Symposium - The topic of this symposium, capacitating community, invites CLJ readers to consider what makes a community possible. This piece showcases one means, small conferences, via a retrospective on the Writing Innovation Symposium (WIS), a regional event with national scope that has hosted writers and writing educators annually in Milwaukee, WI, since 2018. Through a quilted conversation pieced from hours of small-group discussion, twenty-nine participants across academic and nonacademic ranks, roles, and ranges of experience offer insight into the WIS as well as the nature and value of professional community.

digitalcommons.fiu.edu

Additional Information

Office Hours

Spring 2025

Tues 9:15-10:45

Teaching Schedule

Spring 2025

3210/101 TuTh 2:00-3:15 Lalumiere Hall 198