Pedagogue

In this episode, Eunjeong Lee talks about multilingual writers, teaching second language writing, critical approaches to language and literacy studies, multimodality, and translingual practices.

In this episode, Beatrice Mendez Newman talks about teaching at one of the largest Hispanic-Serving Institutions (HSIs) in the U.S., integrating cultural and linguistic histories and identities in the writing classroom, problematizing traditional standards associated with language, and embracing translingual and multimodal practices.

In this bonus episode, Alisa Russell talks about the WAC Graduate Organization (WAC-GO) and how WAC-GO helps mentor and support graduate students.

In this episode, Holly Hassel talks about feminist pedagogy, teaching online, two-year colleges, student success, and the future of rhetoric and composition.

In this episode, Cecilia Shelton talks about disrupting traditional technical and professional communication genres, embracing a Black Feminist pedagogical framework, digital and cultural rhetorics, social justice and antiracism, and Historically Black Colleges and Universities (HBCUs).

In this episode, Temptaous Mckoy talks about technical and professional communication, amplification rhetorics, Historically Black Colleges and Universities (HBCUs), embodiment, and future directions for rhetoric and composition as a field.

In this episode, Jay Dolmage talks about disability studies, ableism, accessible pedagogies and practices, and future directions for disability studies in rhetoric and composition.

In this episode, Charles Woods and Deb Young talk about their teaching and research interests, digital rhetorical privacy and service-learning, managing grad school, podcasting, and integrated communication pedagogy.

In this episode, Neal Lerner talks about writing centers, writing center research and scholarship, training peer consultants, and constraints that affect writing center work.

In this episode, Karen Keaton Jackson talks about Historically Black Colleges and Universities (HBCUs), the absence and silencing of HBCU voices and experiences in composition studies, teaching narratives in first-year writing, cross-institutional collaborations, and writing centers.

In this bonus episode, Joanne Baird Giordano talks about practices and strategies that have allowed her time to write while managing heavy teaching loads and professional service commitments.

In this episode, Howard Tinberg talks about what led him to Bristol Community College, the importance of teaching reading in the writing classroom, Teaching for Transfer, challenges facing two-year colleges, and future directions for two-year college research.

In this episode, Les Hutchinson Campos talks about cultural rhetorics pedagogy, strategies for building an inclusive class community, social media, and privacy and surveillance.

In this episode, David F. Green, Jr. talks about teaching at Howard University, a private research HBCU in Washington D.C., writing program administration, writing assessment, language standards, and African American rhetoric and hip hop in the writing classroom.

In this episode, Jody Shipka talks about how she got into teaching, multimodal pedagogy and multimodal assignments, and edible rhetoric and food studies in the writing classroom.

In this episode, Christina V. Cedillo talks about her teaching and research on affect and embodiment, critical embodiment pedagogies, invisible disabilities, connections between racism and ableism, disability studies and technology, and teaching basic writing.

In this episode, Frankie Condon talks about centering writing classes and writing centers on antiracism, building sustainable spaces committed to language diversity, and how to incorporate class assignments that complement this kind of work.

In this episode, Iris D. Ruiz talks about Chicanx studies and ethnic studies, examining histories and embracing diversity and inclusivity, decolonial theory, and antiracist practices.

In this episode, Tara Wood talks about disability studies, ableism, crip time, and how to center disability studies in writing classrooms and programs.