My central area of research is higher education pedagogy. Currently, my research focuses on integrating writing instruction into teacher education programmes. Additionally, I'm interested in strengthening reflective practice among teachers and teacher candidates as a part of developing pedagogies that sustain the cultural identities and languages of all students.
I collaborate with an international group of scholars to develop and assess pedagogies that integrate intercultural competence into writing courses. Our most current article, 'Developing intercultural competence through a linked course model curriculum,' can be found here: https://onlinelibrary.wiley.com/doi/full/10.1002/tesj.613. More about this work can be found at http://writeic.org.
I completed my PhD in English at Purdue University, West Lafayette, IN, USA in May 2021. My dissertation, Investigating Culturally Responsive Teaching Practices in First-Year Composition, focused on mixed-methods evaluation of culturally responsive teaching among college writing instructors.
While at Purdue, I worked for the Purdue Writing Lab (home of the OWL) and the Oral English Proficiency Program. Primarily, I taught written and oral communication skills to STEM graduate students. I have an ongoing interest in collaborating with professionals in STEM disciplines, with specific attention to developing metalaguage for STEM writing applications. Metalanguage for writing enables experienced professionals to identify their implicit understanding of writing and articulate how they communicate effectively in various situations. Explicit metalanguage helps experienced professionals mentor students and new professionals on discipline-specific writing skills.
My areas of teaching expertise include academic writing skills, oral and written English for EAL learners, religious and moral education pedagogy at the primary level, and teacher education courses. I am a faculty advising editor for the journal Young Scholars in Writing.
I welcome proposals from prospective PhD students whose projects focus on writing pedagogy, second language writing and second language pedagogy, religion in education settings, and professional learning in further/higher education.