My teaching career has been primarily located in the college composition classroom. It began with a focus on hiphop culture, which has expanded to include critical whiteness studies, social media and activism, and institutional history. In all my courses, I center the publications of women of color and invite my students to bring their identities and language practices into the room.
I began teaching college composition as an MFA student in the fall of 2010 at the University of Michigan. That first class, which I taught versions of throughout my time at U of M, was a content-focused writing class that offered hiphop as the subject around which students composed academic papers.
During my doctoral years at Syracuse, my pedagogy shifted significantly. In keeping with emerging and longstanding composition research, my writing courses began centering the study of language, writing, genre and discourse, and using hiphop texts to help illuminate these topics for students. I began teaching for transfer using scholarship on genre and sustained reflective writing practices. I found that including hiphop writers as writing experts valorized diverse language and composing practices and offered students a variety of new media writing models as they composed papers, blog posts, tweets, songs, videos, presentations, and websites.
At Stanford, I teach the freshman course “Hashtag Activism,” the sophomore course “Hiphop, Orality, and Language Diversity,” and am scheduled to teach an elective course, “Being [Blank] at Stanford: Reflexivity and Institutional History” in Spring 2019. Social media have always been part of my teaching practice. However, beyond this interest, my “Hashtag Activism” course emerged out of the realization that I was centering cis male voices in my hiphop class; thus, this new class focuses on the Black women creators behind such crucial hashtags as #BlackLivesMatter, #OscarsSoWhite, and #MeToo. My teaching persona has also evolved to be more transparent and reflexive about my own identity as a white Jewish woman in order to make the space feel more authentic and safe for students to embrace their own positionalities as well.
Beyond these teaching experiences, I have also taught college-level ESL in central China and creative writing for middle school students, as well as worked as a writing tutor and coach for youth, college and graduate students, and professionals.