Teaching & Pedagogy

To emancipate an ignorant person, one must be, and one need only be, emancipated oneself, that is to say, conscious of the true power of the human mind. The ignorant person will learn by himself what the master doesn’t know if the master believes he can and obliges him to realize his capacity…

Jacques Rancière, The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation
My comportment towards pedagogy is one in which I consider my students to be of equivalent intellectual capacity to myself, where my main responsibility is to foster their will to learn and produce situations in which they might explore, learn, and become intellectually stimulated along self-directed avenues of research. This plays out in complicated ways in the classroom. I spend a large amount of time at the beginning of class utilizing a series of activities, one-on-one conversations, and assignments to help students locate a topic of interest that is practically relevant to them. I then challenge them to ask targeted questions about these topics and guide them towards an increasingly precise critical analysis, which I couple with technical production practice so that they can compose those ideas in and for a multimedia environment.

As you'll see in my syllabi and course documents below, this often requires me to produce syllabi and (non-traditional) assignments that I describe as dynamic and responsive. My course documents go through multiple iterations as they adjust to the avenues of research my students select for themselves. Recently this has led me to utilize resources like Google Docs, Facebook groups, Medium.com publications both for my course documents and my students' assignments. I gave a talk on these practices for the Campus Writing and Speaking Program's Bag Lunch Series at NC State in Fall of 2013. I also introduce students to coding and production through design software like Adobe Creative Suites, FinalCut, and Protools, which I bolster by producing resource documents rich with tutorials, learning projects, and examples, as well as by meeting after hours for hands-on production work in the lab.

CULT 860: Media, Culture, & Society

Course Description: This is a special topics course in the Cultural Studies doctoral program that I've developed for Spring 2017. The course examines media and communication technologies as central components of contemporary political struggles, social aggregation, and cultural production. To approach that conjuncture, the course questions the meaning of mediation, probing different articulations of how media are constituted and what effect they have on the content they mediate.

Feel free to browse my syllabus.

Cybernetics: Man & Machines

Course Description: This is a course I am currently developing and plan to offer in the 2017-2018 academic year. This course engages the history of information technologies, communication, command, and control mechanisms, and early computation. It works to uncover the basic ideas about the human, the mind, the body, the animal, the machine, the social, communication, and media that undergirded computational reasoning, research, and development during its infancy.

Feel free to browse my syllabus.

ENGH 451: Science Fiction

Course Description: Major works of science fiction in terms of mode, themes, and narrative techniques, especially role of hypothesis in science fiction. Students will (1) Gain a historical understanding of the emergence, development, and differentiation of science fiction literature. (2) Analyze the social importance of science fiction literature as a popular imaginary for human identity and collective meaning, especially as projected into the future. (3) Analyze the technological importance of science fiction literature as a popular imaginary for interpreting, hypothesizing about, and producing the meaning of technologies, techniques, and scientific/technological trends.

Feel free to browse my syllabus.

ENGH 507: Web Authorship & Design

Course Description: Provides a rhetorical foundation for web authoring and design in professional settings. Teaches basic principles of writing for the web, information architecture, coding for accessibility, and usability testing. Production-oriented component provides instruction in writing valid code and practice with web- and graphic-editing software tools. Students will gain basic knowledge of HTML5, CSS3, and JavaScript. N.b., this course is offered at both the 500 and 300 levels jointly (i.e., ENGH 375/507).

I am currently hosting the materials for this site on a George Mason University server. They are publicly available and you can access the by clicking here.

Course Description: Media writing as a social practice. Roles of writing and writers in media production processes. Social, political, economic, and professional conditions that enable or constrain writing and the writer. Specific media writing genres and formats. Research and preparation for media writing. Students write research-based scripts for news, commentary, and fictional genres in radio, television, film, and emerging media.

Feel free to browse my syllabus, which contains a breakdown of the course, links to assignment sheets, resource databanks, and the daily schedule, all of which our modified by the class on the fly.

Course Description: Production lab and seminar combined. Digital production of visual images, audio, and video for the web. Readings in theories of visual communication and electronic culture. Critical analysis of assumptions underlying development and deployment ofelectronic media, and their social, economic and political impact. Development of practical skills and critical thinking.

Feel free to browse my syllabus, which contains a breakdown of the course, links to assignment sheets, resource databanks, and the daily schedule, all of which our modified by the class on the fly.

This special topics in digital rhetoric course was cross listed as COM 395 / ENG 395. Every academic year graduate students are invited to propose courses to be reviewed by committee. My 'Activism by Design' course was selected and I taught it in Fall of 2014. In this course, students examined social activist, campaign, and civic rhetorical strategies. They applied this theoretical and methodological knowledge of strategies and tactics, in addition to technical production skills we developed in class, to work in groups to conduct an ongoing social campaign for the duration of the semester.

Feel free to review my proposal document for the course that was submitted to the deciding committee. It contains a full syllabus, extended course justification and positioning, and a daily schedule with assignments.

Other Courses I've Taught

Course Number Course Title
ENG 331 Communication for Engineering
ENG 101 Academic Writing & Research
GSW 1120 Advanced Writing & Research
GSW 1110 Introduction to Academic Writing