Ph.D., English, Purdue University
West Lafayette, IN, 2016
Primary Area: Rhetoric and Composition
Secondary Areas: Professional Writing and Public Rhetorics; Writing Program Administration; Queer Rhetorics
Dissertation: “Communication in Place-Making Professions: Exploring the Network Pictures, Technologies, and Ideologies of Urban Designers.”
Committee: Dr. Patricia Sullivan, Dr. Michael Salvo, Dr. Jennifer Bay, Dr. Bradley Dilger
M.A., English, University of St Thomas
St. Paul, MN. May 2010
M.S., Counseling Psychology, University of Wisconsin–Madison
Madison, WI. May 2006
B.A., English, Spanish, Psychology, Wabash College
Crawfordsville, IN. May 2004
Assistant Professor of English in Professional Writing.
University of St. Thomas. Saint Paul, MN. 55105 (2016–present)
“Racial Gerrymandering and Geographic Information Software: Subverting the 2011 Texas District Map with Election Technologies” Technical Communication. Accepted and Forthcoming. 30 double-spaced pages.
“Enabling Geographies: Mapping Campus Spaces through Disability and Access. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture. 18(3): 433-456.
“The Roles of Technical Communication Researchers in Design Scholarship.” Journal of Technical
Writing and Communication, 47(3): 359–391.
“Crossbreeding Disciplines: Collaboratively Developing a Writing Culture in Animal Sciences Courses.” Writing Program and Writing Center Collaborations: Transcending Boundaries, Eds. Alice J. Myatt and Lynée L. Gaillet. Macmillan.
“Of Evolutions and Mutations: Assessment as Tactics for Action in WAC Partnerships.” WAC Journal 27 (2016): 119-141. Co-Written with Daniel Kenzie.
“Locating Queer Rhetorics: Revealing Local Infrastructures through Maps.” Computers and Composition 38 (2015): 96-112. Co-written with Don Unger.
“Engaging Writing about Writing Theory and Multimodal Praxis: Remediating WaW for First Year Composition.” Composition Studies 42.2 (2014): 118-146. Co-written with Liz Lane and Tyler Carter.
“Creating Accessible Spaces for ESL Students Online.” WPA: Writing Program Administration 37.1 (2013): 161-185.
“Queer Transgressions: Same-Sex Desire and Transgendered Representations in Aravind Adiga’s The White Tiger.” Trans-scripts 2 (2012): 176-190.
“Crossbreeding Disciplines: Collaboratively Developing a Writing Culture in Animal Sciences Courses.” Writing Program and Writing Center Collaborations: Transcending Boundaries, Eds. Alice J. Myatt and Lynée L. Gaillet. Macmillan, forthcoming.
Work in Progress
Anti-vaxxers and the Somali Community: Circulation & Entanglements in the 2017 Measles Outbreak in MN
Toward Visual Deliberative Rhetoric: Mitigating Counterpublic Action in Gerrymandered District Maps
“The Master’s Essay.” Cowritten with Rachel MacDonald. Writing in the Margins Spring 2010: 13. University of St. Thomas Department of English. St. Paul, MN.
“Addressing the Blank Page.” Cowritten with Rachel MacDonald. Writing in the Margins Fall 2009: 12. University of St. Thomas Department of English. St. Paul, MN.
Purdue OWL Content
“Undergraduate Application Timeline and Additional Resources” and inclusive materials in subsections. 2013. https://owl.english.purdue.edu/owl/resource/978/1/
“Medical Writing: SOAP Notes” and inclusive subsections. Co-written with Lily Hsu. https://owl.english.purdue.edu/owl/resource/1003/01/
“1910 Oregon Earthquake.” In Disasters and Tragic Events: An Encyclopedia of Catastrophes in American History. Mitchell Newton-Matza (Ed.), New York: ABC-CLIO (2014): 202-203.
Professional Writing and Diverse Publics (University of St. Thomas; 1 section GENG 573).
Developed a Masters-level course that introduced students to the history of technical communication and its relationship to diverse communities and groups. Discussions centered on the role of the technical communicator within the contexts of usability, localization, and research. Students also engaged with more recent scholarship on inclusivity, social justice, and globalization. Students produced article-length final projects, proposals for submission to conferences, and discussion forum posts which helped to facilitate meetings. Projects included looking at Beauty Boys’ deployment of YouTube videos as subversive tactical technical communication, rearticulating the role of the grant writer as activist, analyzing the language of the United Nations’ Human Rights document, and exploring the concepts of supercrips and user-writers in the production of a manual for one-handed individuals.
Independent Study on Scientific Communication (University of St. Thomas; 1 section of GENG 698)
Developed a Masters-level independent reading for a graduate student interested in studying health and science communication as it circulates within social media. Readings focused on rhetorical theory, circulation studies, scholarship in the rhetoric of health and medicine, and science studies. Assignments included synthesis papers, a book review for publication in Technical Communication Quarterly, a conference proposal, and a final paper which could be expanded into a master’s thesis.
Master’s Thesis: Katelyn Brunner (University of St. Thomas; 1 section of GENG 699)
Directed a Master’s level project, SUDEP and the Rhetorical Ecology of Grief. This project traces the rhetorical ecology of information on Sudden Unexpected Death in Epilepsy (SUDEP) that confronts individuals with epilepsy.
Professional Writing Specialization Courses
Visual Rhetoric and Design (University of St. Thomas; 1 section of ENGL 315)
Developed summer Writing in the Disciplines course with a service-learning collaboration with the Metropolitan Council in the Twin Cities who needed assistance with visually remediating an environmental vulnerability report for the region. Students learned about visual semiotics as well as principles and methods of designing visuals. Students’ final project consisted using their knowledge of visual design to create visual prototypes to user test and write a recommendation report for the Metropolitan Council with suggestions on what types of visuals to implement or avoid.
Writing Grants and Proposals (University of St. Thomas; 1 section of ENGL 325)
Developed a course centered on teaching students how to critically analyze the proposal writing process. Taught students to focus on problems and opportunities for change via research before launching into innovative ideas. Assignments included creating an organization profile for students’ fictional agency; a close reading of an RFP; developing and revising various sections (literature review, project plan, budget, evaluation) in response to an RFP; and presenting their ideas orally in formal settings.
Introduction to Professional Writing (University of St. Thomas; 2 sections of ENGL 298/256)
Developed course focused on teaching students of professional writing and other majors the historical, ethical, and scholarly dimensions of the fields of professional writing and technical communication. As I flagged this as a Writing in the Disciplines (WID) course, students learned the rhetorical and mechanical conventions associated with proposals, memos and professional emails. For their major project, students used primary research methods to write a formal report documenting communication breakdowns in their places of employment (or a related context).
Introduction to Research for Professional Writers (Purdue University; 1 section of ENGL 203)
Implemented course to introduce students to research methods in professional writing. Topics focus on ethics in research, workplace studies, and qualitative methods. Students produce research proposals, annotated bibliographies and presentation reports.
Professional Writing Service Courses
Technical Writing (Purdue University; 1 section of ENGL 421)
Developed a technical writing course focused on issues of design and wicked problems. Assignments included technical descriptions of spatial features of campus as well as a usability exercise through mapping campus through disabilities.
Technical Writing Online (Purdue University; 1 section of ENGL 421)
Developed assignments and exercises for online delivery of instruction. Assignments and activities reflected workplace writing in technical communication settings. Reports, online instructions and job documents comprised the core of the coursework. In order to successfully complete assignments, students collaborated, conducted user analyses, and managed documentation from distant locales.
Professional Writing (Saint Mary’s University; 1 section of COM 309)
Implemented a curriculum for returning students in the workforce enrolled in a bachelor’s completion program. Incorporated work experience of adult learners into units on correspondence, background research, and proposal writing.
Writing for Health and Human Sciences (Purdue University; 4 sections of ENGL 422)
Coordinated with community partners to present real-world writing scenarios for students in the College of Health and Human Sciences. Throughout the four sections I taught, projects in the course asked students to practice writing for multiple audiences; these included funding agencies (Grant project), lay audiences (Health Information Materials project), and other professionals (In-Service Project). In total, students earned 4,500.00 in grant funding for their projects across 3 sections of the course. Students also practiced writing detailed, objective, and patient-centered notes and presented their findings on the disability maps they created of campus at the Purdue Professional Writing Showcase.
Business Writing (Purdue University; 2 sections of ENGL 420)
Innovated a curriculum in business communication that centered on matters of place. Students conducted background research on impending disasters that will impact specific locations of their choosing. Students also designed marketing materials for cities and towns wanting to increase tourism.
Courses in the Major
Introduction to English Studies (University of St. Thomas; 2 sections of ENGL 280)
Designed a course to focus on the possible avenues of study available to English majors across the discipline. In this course, students were introduced to theoretical paradigms within subfields of English and developed a vocabulary for discussing relevant issues in literary theory, creative writing, rhetoric and composition, professional writing, second language studies, linguistics, and digital humanities/digital writing.
Critical Thinking and Writing (University of St. Thomas; 4 sections of ENGL 121)
Integrated literary and rhetorical concepts to teach students about rhetorical situations, producing surface/depth statements, and connecting close readings of texts to social relevance and historical contexts. Assignments included a rhetorical analysis of students’ digital communication; close reading of contemporary issues; and a literary analysis.
SimCities: Maps, Places, Power (University of St. Thomas; 2 sections of ENGL 204)
Developed a course on the rhetoric of spaces. Students used SimCity to think critically about the design of spaces and consider the users of urban places. Readings included segments of Kevin Lynch’s Image of the City; articles from CityLab and 99% Invisible; and Brian McMahon’s the Ford Century in Minnesota.
First-Year Composition (Purdue University; 3 sections of ENGL 106)
Implemented Teaching for Transfer courses centered on linking writing in the classroom with workplace and community writing. This course also asked students to connect their daily digital writing to course material. For example, students used Tumblr to track their literacy sponsors and composed on WordPress to describe the discourse communities that they belong to. These blogs were then shared with and critiqued by students in other sections of the course implementing similar projects.
First Year Composition Learning Community (Purdue University; 1 section of ENGL 106R)
Partnered with Secondary Education instructors to implement a writing course for first year students enrolled in the TEACH learning community, who take coursework together.
Critical Reading and Writing I (University of St. Thomas; 1 section of ENGL 111)
Implemented a Fiction and Non-Fiction prose comp-lit course which focused on having students learn different literary genres (memoirs, short stories, novels), appreciate diverse cultural perspectives, engage in written discourse with texts they read by constructing well thought out theses, and practice different types of high and low-stakes writing (journal entries, formal papers, cover letters).
Critical Reading and Writing II (University of St. Thomas; 1 section of ENGL 112)
Implemented a drama and poetry comp-lit course which asked students to engage in close reading and analysis of various poems (in terms of rhythm, meter, metaphor, etc). Students also learned the language of stage production; conducted academic research; and used textual evidence to support their claims.
Writing Across the Curriculum Positions
ANSC 311: Animal Breeding (Purdue University; 3 sections)
Delivered and revised a writing curriculum for students in an Animal Sciences course on Genetic Breeding. Held in-class and out-of-class workshops to teach students about business correspondence, annotated bibliographies, report writing, and using textual and graphic evidence to back up claims.
Writing Center Positions
Writing Center Graduate Consultant (Saint Mary’s University of Minnesota; 3 semesters)
Consulted with graduate students on writing projects for coursework throughout the university including courses in the MBA program, the Master’s in Nursing program, and the Master’s in Clinical Psychology program. Led workshops and held consultations on topics such as using APA style, evaluating online sources, strengthening arguments, and paying attention to mechanics and syntax.
Other Teaching Positions
Human Sexuality (University of Wisconsin – Madison; 4 sections of PSY 160).
Implemented a curriculum for four discussion sections of a large undergraduate course taught by Dr. Janet Hyde. I developed test items, coordinated with other teaching assistants to deliver consistent activities, and graded student essays on course texts.
Introduction to Spanish (University of Wisconsin – Madison; 1 section of SPA 101)
Developed a curriculum for a course that met five times a day to help graduate and undergraduate students develop their proficiency with a foreign language. As the instructor of the course, I developed test items, created participatory activities that encouraged engagement, and graded short student essays as they become more comfortable with speaking and writing in Spanish.
Spanish 101 Conversation Group. (Wabash College; 1 section).
Led a weekly discussion group for students in a Spanish 101 course. Coordinated with the instructor of the course to help students practice their written and verbal Spanish abilities.
Presentations and Talks
Professional Writing and Technical Communication
“‘Response Ability’ in Issues of Health Literacy.” Poster Presentation. National Council of Teachers of English Convention, Minneapolis, MN. November 2015. [accepted]
“Eliza in Sim City: Exploring the Role of V(irtual)-Humans in Technical Writing.” Computers and Writing. Menomonie, WI. May 2015.
“The Composing Process of Urban Planners.” Conference on College Composition and Communication. Tampa, FL. March 2015.
“Finding Our Place in Space: Comparing the Values of Design in Technical Communication and Urban Design.” Association of Teachers of Technical Writing Conference. Tampa, FL. March 2015.
“Diversity in the Wild.” Midwest Association of Business Communication Conference. Minneapolis, MN. April 2014.
“Writing about Human Health: Opportunities for Rearticulating Program Identity.” Council of Programs in Technical and Scientific Communication Annual Meeting. Colorado Springs, CO. October 2014.
“ReMapping Campus Pathways through Disabilities.” Society for Disability Studies Conference. Minneapolis, MN. June 2014.
“Engaging Spatial Rendering Technologies: Urban Design, Ideology, and the Body.” The Great Plains Alliance for Computers and Writing Conference. St. Paul, MN. October 2015.
“Presumed Ubiquity & Tangible Networks: The Materiality of TechnoRhetorical Work.” Roundtable with Michael Salvo and Adam Strantz. Computers and Writing. Menomonie, WI. May 2015.
“Responding to the Map: Using Maps to Create an Awareness of Space and Connectivity.” Thomas R. Watson Conference. Louisville, KY. October 2014.
“Discursive Pursuits: Analyzing Discourse Communities in Popular Culture.” Popular Culture Association/American Culture Association Conference. Chicago, IL. April 2014.
“Digital Assemblages: Constructing Rhetorical Situations with Graphic Editing Software.” Computer Connection at CCCC. Indianapolis, IN. March 2014.
“Out of the Closet and into the Archive: Queer Scholarship and Visibility in Composition and Rhetoric.” Co-presented with Don Unger. Thomas R. Watson Conference. Louisville, KY. October 2012.
“Usability at the Center: Making Writing Center Websites Accessible to ESL Students.” Symposium on Second Language Writing. West Lafayette, IN. September 2012.
“Blogsolation: When We Come Out to No One (and Everyone) Online.” Computers and Writing Conference. Raleigh, NC. May 2012.
“Stewards of Infrastructure: The Increasing Digital Qualifications and Responsibilities of Writing Center Staff.” Midwest Writing Centers Association. Chicago, IL. October 2013.
Writing Program Administration
“Of Evolutions and Mutations: Assessment as Tactics for Action in WAC Partnerships.” Conference on College Composition and Communication, Houston, TX. April 2016. [accepted]
“Moving Away from Entropy: WPA Assessment of ‘Orphan’ WAC Programs.” Writing Program Administration Conference. Normal, IL. July 2014.
“Moving From Conference Presentations Into Publications.” Roundtable with Tom Sura and Joan Mullin. Writing Program Administration Conference. Normal, IL. July 2014.
“Assessment of/in the First Year of a Decade-Long WAC Partnership.” International Writing Across the Curriculum Conference. Minneapolis, MN. June 2014.
“Mind Your Place: Re-Forming the Role of the WPA.” Council of Writing Program Administrators Conference. Savannah, GA. July 2013.
“When the Writing Center is the Center of Writing” with Cheryl Prentice and Alex Urquhart. Midwest Writing Center Association Conference. Madison, WI. October 2011.
History of Rhetoric
“Walking in the Polis: Urban Planning’s Material Influence on Aristotle’s Topoi in the Rhetoric.” Conference on College Composition and Communication. Las Vegas, NV. March 2013.
“Modern (Class)Warfare: Exclusion and Conformity in Education During the Modern Period of Rhetoric and Today.” Co-presented with Stacy Nall. Working Class/Poverty Class Academics Conference. Madison, WI. July 2012.
“The Rhetoric of Urban Design: Integrating Discourse and Design in Multimodal Texts.” Lecture open to the public presented at the University of St. Thomas. St. Paul, MN. March 2015.
“None Among All.” Reading of segment of novel written for the Hockenberry Fellowship open to the public and presented at Wabash College. Crawfordsville, IN. April 2003.
Teaching Mentorship at UST Department of English
As part of the Mentorship program at St. Thomas, Kaari Newman was embedded in my Introduction to English Studies course in the Fall of 2017. As part of the mentorship, I guided her through teaching pedagogy, assignment design, and provided her opportunities to teach certain class days, respond to students’ assignments, and select readings for the course. Conversations included effective pedagogical methods, how to succeed in doctoral work, and managing classroom logistics.
ATTW Career Workshop
Participated in workshop for PhD students and candidates in technical communication. Association of Teachers of Technical Writing Conference. Portland, OR. March 15, 2017.
Member of Health Professionals Advisory Committee, University of St. Thomas, 2017–present.
Responsible for revising medical school statement of purpose rubric, conducting mock interview with potential medical school applicants, providing writing feedback to students applying to medical school on their personal statements.
Revising Writing Lab Component of MBA Courses. University of St. Thomas. 2017.
Provided consultation to MBA program regarding integrating a writing component into their existing courses. Work consisted of researching different forms of writing labs in similar situations, consulting with writing colleagues on best practices for proposed recommendations, and meeting with stakeholders in the MBA program.
Copyediting the University of St. Thomas’s Higher Learning Commission Assurance Argument. 2018.
Description listed below, under “Professional Writing Projects”
Departmental Committee Work
Chair of Professional Writing Committee. University of St. Thomas 2017-present.
In this role, I have been responsible for
- educating the other committee members on the national trends, practices, and recommended learning goals in the field of Profe ional Writing;
- researching other universities’ Professional Writing curricula;
- developing syllabi for the new Major and new Course proposals
- charting potential curriculum-to-career path for Professional writing-emphasis major ;
- presenting the Professional Writing track and new course proposals to the department and fielding expert questions.
Member of Graduate Program Committee. University of St. Thomas, 2017-present.
Was elected as member of committee to craft and oversee curricular changes to the graduate program in English. Read application materials from prospective students and collaborated on admission decisions with colleagues.
President of Rhetoric Society of America, Purdue Chapter. 2014-2015.
Led student meetings, conducted fundraising, and wrote grants to obtain funding. Was responsible for performing outreach and coordinating with other entities and organizations on campus. Reached out to outside and local speakers for RSA lectures.
Syllabus Approach Leader for Writing About Writing (WaW). Pedagogical Initiatives Committee, Purdue University, West Lafayette, IN. 2013-2014.
Observed writing instructors during class sessions, provided instructors with written and verbal feedback on teaching methods, and recommended textbooks for program approval.
Composition Studies. Blind-reviewed manuscript at the request of editor. June 2018.
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture. Provided feedback on manuscript submission to co-editors of peer-review journal. December 2015.
The Writing Campus: Blog for Writing Across the Curriculum at George Mason University. Blind-reviewed submissions for publication on the blog. 2014.
Association of Teachers of Technical Writing Conference. Blind-reviewed conference proposals for the 2018 ATTW conference in Kansas City, KS.
Conference on College Composition and Communication. Blind-reviewed conference proposals for the 2018 CCCC conference in Kansas City, MO.
Association of Teachers of Technical Writing Conference. Blind-reviewed conference proposals for the 2017 ATTW conference in Portland, OR
International Writing Across the Curriculum Conference. Blind-reviewed conference proposals for the 2016 IWAC conference in Ann Arbor, MI. 2015.
Writing Program Administration—Graduate Organization Professional Development Committee. Reviewed proposals from potential roundtable participants for CWPA Conference in Boise, ID. 2015.
Webmaster for the Purdue Online Writing Lab (OWL) . Purdue University, 2015-2016.
Webmaster for the Graduate Student English Association (GradSEA). Purdue University, 2013-2014.
Responsible for updating content of the GradSEA website to reflect latest minutes, elections, and events.
Webmaster for the Writing About Writing (WaW) syllabus approach at Purdue University, 2013.
Responsible for uploading content such as possible activities and readings for all instructors of the WaW syllabus approach to use in their teaching.
Technology Steward for the Writing Center, Saint Mary’s University of Minnesota. 2010-2011.
Responsible for redesigning, maintaining and updating the Writing Center Website, as well as coordinating with tech partners and researching new technologies to implement.
Proficiency with Technology
Dreamweaver, Adobe InDesign, Adobe Photoshop, HTML, CSS, Microsoft Office
Professional Writing Projects
Copyediting the University of St. Thomas’s Higher Learning Commission Assurance Argument. Saint Paul, MN. 2018. Responsibilities included:
- Copyediting for consistency:
- using similar formal style throughout the document;
- eliminating unnecessary sentences, paragraphs, or phrases;
- asking for clarification from writers on meaning;
- ensuring the written arguments address each of the requested components
- Proofreading for clarity:
- Fixing grammatical errors
- Streamlining stylistic issues
Ensuring that evidence is appropriate and accessible
Managing Ten Health Information Projects across three sections of ENGL 422 in Partnership with Westminster Village in West Lafayette and Food Finders and Creasy Springs in Lafayette, IN. 2014, 2015. Responsibilities included:
- Remaining in contact with staff at Food Finders, Westminster Village and Creasy Springs regarding their health information needs
- Providing students feedback on their grant proposals and individual project ideas
- Teaching students about professional genres (letters, reports, memos) to keep our community partner informed of their progress
- Instructing students on methods for conducting user testing on their prototypes
Developing Instructions and Conducting Usability Testing for the Celery Bog WebCam with the Lilly Nature Center. Lafayette, IN. 2012. Responsibilities included:
- Assessing Nature Center educational needs
- Translating needs into actionable project work
- Developing training documents for multiple users
- Implementing testing to determine solution effectiveness
Drafting an alternate New Chauncey Neighborhood land use plan with the New Chauncey Neighborhood Association. West Lafayette, IN. 2012. Responsibilities included:
- Conducting resident interviews and secondary research for stakeholders
- Collaborating with local neighborhood leaders on zoning plans
- Documenting neighborhood expectations and suggestions
- Presenting recommendations to local city planning commission and city council
Digitizing original New Chauncey plat books with West Lafayette City Hall. West Lafayette, IN. 2012. Responsibilities included:
- Coordinating with Purdue Libraries to access digitization equipment and processes
- Creating accessible versions of 1865 plat books of New Chauncey for use online
- Securing funding for digitization service
Copyedited Terrifying Transformations: An Anthology of Victorian Werewolf Fiction (Valancourt Books, 2013) by Alexis Easley. University of St. Thomas.
Copyedited Celebrity Culture, Gender, and the Victorian Author, 1850-1914 (Rosemont, 2011) by Alexis Easley. University of St. Thomas.
Copyedited and Indexed The New India: Citizenship, Subjectivity, and Economic Liberalization
(Palgrave, 2011) by Kanishka Chowdhury. University of St. Thomas.
Purdue Research Foundation Summer Fellowship, 2014.
Merit-based funding for dissertation development.
Purdue Doctoral Fellowship, Purdue University. 2011-2013.
Competitive two-year fellowship for students of diverse backgrounds, views and
Advanced Opportunity Fellowship, University of Wisconsin – Madison. 2004
Competitive one-year fellowship for students for first-generation graduate
Hockenberry Summer Fellowship, Wabash College. 2003
Competitive summer fellowship for research and writing of proposed fiction
Grants and Awards
Competitive Grants and Awards
Faculty Research Grant course release to pursue research projects in Spring 2019.
Luann Dummer Award course release to pursue research projects in Spring 2018.
$2,370.00. DHSI Travel Grant to attend a week-long 3D Modeling Workshop at the Digital Humanities and Social Sciences at the 2017 Digital Humanities Summer Institute in British Columbia, Canada.
Innovation Travel Grant for proposed presentation at the Great Plains Alliance for Computers and Writing Conference in St. Paul, MN.
Purdue University Graduate Student Organization Grant to fund 2016 activities of Purdue’s chapter of Rhetoric Society of America (RSA)
Council of Writing Program Administrators Graduate Organization Travel Grant for proposed presentation at the CWPA Conference in Bloomington-Normal, IL.
Professional Writing Showcase at Purdue – People’s Choice Award for Professional Writing Project on Disability Maps in West Lafayette, IN.
Purdue Graduate Student English Association Emerging Scholars Award for proposed presentation at the Midwest Association of Business Communication Conference in Minneapolis, MN.
International Writing Across the Curriculum Registration Scholarship for proposed presentation at IWAC Conference in Minneapolis, MN.
Purdue University Office of Student Engagement Service Learning Grant to fund community engagement project with the New Chauncey Neighborhood Association. West Lafayette, IN.
Purdue University Office of Student Engagement Service Learning Grant to fund creation of technical documents for the Lilly Nature Center. West Lafayette, IN.
American Studies Association Community Partnership Project Grant. West Lafayette, IN.
Purdue University Office of Student Engagement Service Learning Grant to fund West Lafayette City Hall Archival resources. West Lafayette, IN.
Saint Mary’s University of Minnesota Hendrickson Leadership Grant for Writing Center to host Symposium on ESL Writing in Higher Education and invite Featured Speaker Dana Ferris.
University of St. Thomas Diversity Grant for continued diversity research.
University of St. Thomas Diversity Grant for continued diversity research.
Computers and Writing/Graduate Research Network Travel Award to present at the 2015 Computers & Writing Conference in Menomonie, WI.
Purdue English Department Graduate Student Travel Grant to attend and present at the Association of Teachers of Technical Writing in Tampa, FL.
Society for Disability Studies Conference Travel Grant To present at the SDS Conference in Minneapolis, MN.
Association of Teachers of Technical Writing (ATTW)
Conference on College Composition and Communication (CCCC)
Council of Writing Program Administrators (CWPA)
Mental Health Case Manager. Mental Health Resources, Inc. St. Paul, MN. 2008-2009.
Academic Advisor. Walden University. Minneapolis, MN. 2007.
Mental Health Counselor. Family Service, Madison, WI. 2005-2006.
Fluent in English and Spanish