Teaching

I strive to be an effective, engaging, and versatile teacher who creates comfortable classroom spaces for all students to learn, regardless of their goals, social identities, or backgrounds. I am also especially interested in helping English speakers of other languages navigate their educational experiences.

Cephalopod Anatpmy.jpg

Image: Hiné Mizushima, “Cephalopod Anatomy Class,” Flickr creative commons license, 2015.

For more than twenty years, I have taught college classes in communication at public universities. I taught my way through graduate school and came to Colorado in 2003 for my first tenure track job at the University of Colorado Boulder. I transferred to CU Denver in 2009 because I was attracted to the urban setting with its community engagement mission, diversity, and cadre of students who believe in the power of education to transform lives; and because I wanted to help build our communication program into a world-class teaching and research center. It has been a pleasure watching CU Denver grow and thrive. The vibrant diversity of our urban campus and our fascinating students continue to inspire me to continually improve my own performance.

Overall, my teaching and research concern the language of medicine, health care, and bioethics, with my favorite classes being small seminars where the students and I can learn from one another. As such, I see my role as lead learner, facilitating each of our unique paths and development.

I believe that students should take an active role in making sure their educational path is meaningful and useful to them in their broader life goals—whatever those may be. I don’t believe a twenty-first century professor’s job is to fill student’s heads with an impressive display of faculty erudition but to lead students in becoming critical thinkers, creative producers, and generators of knowledge in their own right. My educational mission is to use research-based strategies to empower students to become life long learners who use communication to create a better world. I therefore expect students to take active roles as planners, managers, and full participants in creating the best learning experiences for their needs.

Graduate Classes

Special Topic: Rhetorics of Risk in Science, Health, and the Environment

Rhetorics of Medicine and Health

Digital Health Narratives

Travel Study: Narratives of the New China (in Beijing, Shanghai, and Harbin)

Introduction to Graduate Work in Communication

Seminar in Rhetoric of Science and Technology

Contemporary Rhetorical Theory

Seminar in Contemporary Rhetorical Criticism

Graduate Readings in Rhetoric & Bioterrorism

Undergraduate Classes

Fundamentals of Communication

Digital Health Narratives

Rhetorics of Medicine and Health

Travel Study: Narratives of the New China (in Beijing, Shanghai, and Harbin)

Rhetorical Foundations of Communication

Rhetorical Criticism

Seminar in Rhetoric: Rhetoric & Bioterrorism

Seminar in Rhetoric: Rhetorics of Health and Medicine