Graduate Writing Center, Pennsylvania State University 

As a Coordinator and Consultant, I enacted what I characterize as a relational pedagogy which is grounded in trust and a sense of withness between writer and consultant. 

I designed and delivered 15 custom-request workshops; offered 16 consultation-hours a week; and created 5 new sustainable inter-unit relationships with partners across Penn State's University Park campus.

With two graduate colleagues, I successfully earned 3 grant awards for a two-year long project titled, "Graduate Community in Conversation: Negotiating the Norms of Academic Writing." The project was a series of writing workshops for graduate students from historically underrepresented backgrounds.

One of the participants' favorites was a workshop I co-designed and lead called, "Graduate Student Teaching Practices," which featured Dr. Michelle Bachelor Robinson and Dr. David F. Green as guest speakers.

What I bring to my work as a Graduate Instructional Consultant at the Schreyer Institute is attention to and care for cultivating graduate student teachers and TAs' pedagogical discourses and supporting them in how they write about and talk about their pedagogical work. 

One way I've enacted this commitment is through developing and facilitating programming about writing and writing about teaching. For example, I have led a series of Teaching Philosophy Statement workshops, I developed a Demystifying Writing Across the Disciplines workshop, and I partnered with a graduate student organization to support their grass-roots efforts for pedagogical development in their writing classrooms.

Over Summer 2024, I worked as a collaborator and writing support specialist for a series of instructor writing retreats hosted by the Schreyer Institute. My contribution was to develop and teach a writing guide that supports faculty and instructor authors in participating in the field/genre of Scholarship of Teaching and Learning (SoTL). 

Transformative Dialogues: Teaching and Learning Journal

For me, Scholarship of Teaching and Learning (SoTL) is a new field and genre of scholarship that I find is dynamic, innovative, student-outcome-focused, and cognizant of instructor labor. As an Assistant Editor for Transformative Dialogues, a preeminent SoTL journal, I applied my philosophy of writing support work to the rarely recognized and often taken for granted sphere of academic publishing by supporting authors in manuscript development.