Introduction

The contents of this portfolio provide an overview of my experiences in teaching, research, and project development. Aspects of my professional practices are additionally demonstrated through my foundation statement, teaching philosophy , administrative philosophy, and vitae.

Background and Interests

My main field of expertise is rhetoric and digital, multimodal communication. This merges sub-disciplines in the field of English and encompasses larger connections to composition (including technical and professional communication), as well as the use of technology in communication processes. As evidenced by the elements of this portfolio, my work is intentionally interdisciplinary and includes:

• Rhetorically based instruction at undergraduate and graduate levels
• Instructional design and program development in face-to-face, hybrid, and fully online spaces
• Professional communication and project management

Foundational Practices

The foundation of all that I do is based on working to enact the principles of diversity, equity, and inclusion through practices of accessibility. My ongoing efforts center on how I can support and facilitate ways to resist and refuse ableism (Jay Dolmage, 2017), develop intersectional feminist practices (Kimberlé Crenshaw, 1989 & 2016), and enact principles of access/ibility (Doug Eyman et al., 2016). Each section of this portfolio demonstrates and briefly highlights ways these practices appear in my work.

References

Coquet, Adrien. (n.d.). permission [icon file]. Retrieved from https://thenounproject.com/search/?q=open%20access&i=2673743

Crenshaw, Kimberlé. (1989). “Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine.” University of Chicago Legal Forum, 140, p. 139–168.

Crenshaw, Kimberlé. (2016). The Urgency of Intersectionality [TEDWomen2016]. Retrieved from https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality?

Dolmage, Jay. (2017). Academic Ableism: Disability and Higher Education. Doi: http://dx.doi.org/10.3998/mpub.9708722

Eyman, Douglas, Ball, Cheryl E., Boggs, Jeremy, Booher, Amanda K., Burnside, Elkie, DeWitt, Scott Lloyd, Dockter, Jason, Dolmage, Jay, Gardner, Traci, Georgi, Sara, Hinderliter, Hal, Ivey, Susan, Keller, Michael, Kelley, Rachael, Kennedy, Sarah, Kennison, Rebecca, McClanahan, Pamela, Ries, Alex, Roberts, Kassi, Schlosser, Melanie, Stolley, Karl, Walter, John Paul, Williams, George H., Yergeau, Melanie, & Zdenek, Sean. (2016). Access/ibility: Access and usability for digital publishing. Kairos: A Journal of Rhetoric, Technology, and Pedagogy 20(2). Retrieved October 29, 2019, from http:/​/​kairos.technorhetoric.net/​20.2/​topoi/​eyman-et-al/​index.html

shaurya. (n.d.) Multiple Inputs [icon file]. Retrieved from https://thenounproject.com/search/?q=multiple&i=1206151

Skowalsky, Alexander. (n.d.). Cross [icon file]. Retrieved from https://thenounproject.com/search/?q=intertwined&i=363887