About

I am an award-winning teacher and teaching scholar with 20+ years of experience designing and leading innovative programs that empower learners. I specialize in writing across the curriculum (WAC) and writing in the disciplines (WID). Through this framework, I focus on the strategic value of writing instruction, emphasize the evolving inter-relationship between writing and technology, and design courses and learning initiatives for faculty and students that integrate career literacies—digital, collaborative, creative, and communicative—with critical thinking and applied problem-solving that are rooted in humanist values.

I also collaborate with my colleague Gabrielle Stecher on co-authoring OER materials rooted in our collective SoTL research. To view our collaborations, visit our Joint Humanities Commons Profile.

In my roles at Indiana University, I have

• Taught in the undergraduate and graduate programs in the Kelley School of Business and the College of Arts & Sciences


• Led faculty and professional development programming focused on digitally-informed active learning and AI skills


• Directed IUB’s campus-wide undergraduate writing program (2019–2024) and IU’s state-wide Mosaic Faculty Institute for Active Learning (2023–2024); and currently act as Associate Director for the Communication and Professional Skills Program at the IUB Kelley School of Business

My Design Philosophy

Today’s students need strong critical-thinking and writing skills more than ever for their personal and professional empowerment. But those skills become increasingly meaningless in today’s world without digital literacy and models for thinking, writing, and working collaboratively with a diverse set of people, perspectives, and tools – including generative AI.

I meet this call in my praxis by designing courses that position students as both meta-reflective, self-directed learners and as active participants in a learning community. Together, my students and I:

• apply the metacognition cycle to consciously and constantly re-articulate goals and plans, evaluate, and then recursively iterate learning and writing


• hold ourselves and one another accountable for the shared learning experience


• identify and interrogate our positions, processes, and tools, including when and why we employ different kinds of technology, from low-tech paper and whiteboards to high-tech apps, platforms, and AI

Working and writing in community dispels the abstraction that frustrates students in typical writing instruction. They come to see rhetoric as a dynamic, living set of interdependent choices that motivate real people and propel concrete actions and consequences. Such awareness of choice and process nurtures the growth mindset that produces lifelong learners, communicators, and collaborators.

My Background

My PhD training in the Humanities coupled with my work in multiple departments across Indiana University has forged my uniquely broad slight lines. I understand the power of critical thinking and communication as well as the challenges surrounding its instruction from a variety of vantage points. This dexterity allows me to design learning experiences and learning environments that deliver department, program, and university- as well as enterprise-level objectives.

I have leveraged these broad sightlines across multiple university departments – piloting online software for writing instruction in the University of Georgia’s First Year Composition program, establishing a Digital Composition program in Indiana University’s Department of English, building the Kelley School of Business’ nationally-ranked undergraduate professional-skills curriculum (“Compass”), and re-designing communication courses for Kelley’s MBA program as well as teaching in Indiana University’s Liberal Arts and Management Program (LAMP).