My book, Teaching Selves: Identity, Pedagogy, and Teacher Education (2001), claims that becoming a teacher means developing an identity as such. The book includes case studies of six undergraduate teacher education majors and concludes with a proposal for a pedagogy that fosters identities. My recent work investigates how identity relates to voice in writing: how does "voice" represent a speaking subject; how are "voices" connected to identities; what are the rhetorics involved in public voices; what methods encourage students to develop public voices (e.g." Making Individual Voices Public Through Deliberative Writing Practices," CCCC, 2001"). I'm interested in those genres-like autobiography-that highlight the speaking self because I wish to help students (in the university and outside it) learn to participate as citizens in public life (e.g. "Writing that Works on the Street: Personal Genres, Emotion, and Agency," CCCC, 2002). Questions of identity, self, voice, and agency are interrelated phenomenon in which language, especially writing, plays a role (working title: The Practice of the Personal: Genre, Agency, and Public Life--manuscript in progress). Thus the teaching of writing, including methods and processes (e.g. experimenting with grading contracts) and the practice of writing, for me and my students (e.g. my course on genres of personal writing), remain at the heart of my academic life. Along with my administrative responsibilities for the Writing Program, including the Link Program (WAC), I am also involved in designing courses and teaching for the University Honors Program.
Read the article "Collaborative Work ".
Download the Appendix "A Unilateral Grading Contract to Improve Teaching and Learning".
Hire Date: 1994
Ph. D., University of California at Berkeley, 1987
M.A., University of California at Berkeley, 1978
B.A., Rhode Island College, 1974