Pedagogy

I support undergraduate students, graduate students, and instructors in cultivating and enriching their most authentic writerly selves for academic, professional, and personal contexts. My approach in the classroom, writing center, and teacher development spaces draws on translingual and feminist practices which constitute my relational pedagogy. Through nonhierarchical models of mentorship and community, I focus on 1) centering learners' experiences, expertise, expression, and ways of knowing and 2) building peer-sponsorship opportunities for learners' diverse pathways to success.

Workplace Writing

In this 300-level intensive interdisciplinary writing course...

College Writing II

In this college-level writing course, students practice writing for a wide range of audiences within and outside the university. Students develop skills in analysis, work with a variety of genres, and engage in both primary and secondary research practices. This course emphasizes revision, reflection, collaboration, research ethics, and the use of rhetorical strategies as key components of the writing process.

College Writing I

This course offers students practice in and strategies for developing writing skills in post-secondary academic contexts. Students read, write, and engage in a variety of activities that provides them with opportunities to practice effective writing processes, to develop flexible habits of mind, and to engage in writing research practices.

Design by Dr. Ryan Skinnell

McClellan Brooks_Engl 15 SU24 Syllabus.pdf

Rhetoric & Composition

This foundational course for Penn State’s Program in Writing and Rhetoric is a rhetorically based introduction to college writing. My curriculum focuses on: 1) exposing students to foundations of rhetoric beyond (and in addition to) the Greco-Roman tradition [i.e., contemporary translingual, feminist, decolonial, and embodied rhetorical traditions]; and 2) incorporating teacher-modeling and dynamic practice opportunities for developing college writing and literacy skills (e.g., in-class note taking strategies; reading homework strategies; different ways to do drafting; workflow strategies).

<<< Take a Look: Summer 2024 Syllabus (6-week class)

"Olympic Track" by LeRoy Neiman

Sports | Ethics | Literature

Upper-level undergraduate general education course in which students explore ethical issues that arise at the intersections of athletic competition, human behavior, and culture, through a variety of literary texts and artifacts. I built the curriculum and syllabus according to a theme of international organized athletic competition that included exploration of gender, race, embodiment, and linguistic diversity in a global context. The rhetorical approach undergirding my course design supported students in engaging multimodal texts, artifacts, and their own composition practices as acts of expression both situated and participating in broader contexts of sport discourses in society.

Take a Look: Course Website

Week 9_Collaborative Discussion Notes.pdf

Language Socialization Across Home, School, & Community Contexts (Graduate Course)

Graduate seminar designed to survey theory and research on language socialization (LS) to understand the ways in which LS offers a unique perspective on issues of language learning and acquisition from a variety of sociocultural groups/contexts. As a co-instructor, I prepared discussion material to complement the professor’s lecture. I also facilitated a robust five-week long writing group cohort model to support graduate students’ final project development.

<<< Take a Look: Sample Collaborative Note-taking from Readings Discussion

McClellan Brooks_602 SP22 Syllabus.pdf

Composition Pedagogy (Graduate Course)

This practicum course for all incoming graduate student instructors and teaching faculty is the second installment in the Program in Rhetoric and Writing’s year-long 602 course designed to introduce instructors to composition theory and pedagogy. As a co-instructor, I worked with the PWR Program Director to design the 602 syllabus and facilitate the class. My course design robustly integrated critical literacy and social justice pedagogies by centering diverse representations of knowledge, multilinguality, multimodality, and accessibility in inquiries and discussion of principles of course/assignment design and equitable instructional practices.

<<< Take a Look: Spring 2022 Syllabus

Image Credit: The Necessary Teacher Training College

Course in Ethical Pedagogy Overview.pdf

Ethical Pedagogy (Graduate Certificate)

This 5–week non-credit course is designed for graduate students instructors-of-record and TAs who are seeking to enrich and deepen their pedagogy. The course introduces ethical pedagogy as a developing construct and through weekly workshops, assigned reading, small group coffee hours, and individual weekly reflection logs, student-instructors explore their own in-routes to ethical pedagogy and critical pedagogy as productive frameworks for their lesson planning and classroom management. I built in a focus on student-instructors' own positionality and relationship to an ongoing commitment of cultivating one's ethical pedagogy.

<<< Take a Look: Spring 2024 Course Overview

Header Photo: “Transarquitetonica" by Henrique Oliveira

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