As a researcher, I’m interested in how disability is constructed and mediated through technology, whose stories and bodies we value within our disciplinary histories, and how we can work as a community to theorize and enact more socially just pedagogical practices. My research addresses how theories of multimodality and Universal Design can inform critical and accessible pedagogies.
My book, Rhetorics of Overcoming: Rewriting Narratives of Disability and Accessibility in Writing Studies, addresses the in/accessibility of writing classroom and writing center practices for disabled and nondisabled student writers. I explore how rhetorics of overcoming—the idea that disabled students must overcome their disabilities in order to be successful—manifest in writing studies scholarship and practices. Visit my research page to learn more about this work.
As an instructor, I value multimodal learning and composing. In the lower- and upper-division writing courses I teach, I incorporate a mix of print and digital assignments and activities to provide students with different access points to learn, compose, and circulate their ideas in ways that are challenging and meaningful. Visit my teaching page to learn about my pedagogical values & the courses I teach.