In this recording from our Practical Pedagogy roundtable series, three instructors from SLU's writing program (Geoff Brewer, Lexie Broemmer, and Brook Shatto) discuss their tactics for surviving the end of the semester, from scaffolding syllabi to composing dopamine-inducing lists.
Welcome back! In our first episode of the fall, Sheila Coursey sits down with Lauren Terbrock Elmestad and Byron Gilman-Hernandez to discuss their use of legos as tools of multimodal composition. Our thanks to Byron and his students for recording their real-time reactions to the LEGO activity during class, which you can hear excerpted throughout this episode.
Welcome back! After a brief hiatus last spring, we have an exciting new lineup of episodes this fall. Our first episode features Katie Gutiérrez-Glik in conversation with Meha Gupta about transnational identity in the classroom. During her first semester teaching English 1900, Meha reflects on some of the tools and techniques she has used as an international instructor at SLU. Meha is the co-editor of "The Lit Archive," an Instagram-based literary blog and book club. You can find it here: https:...
Welcome back! In this week's episode, Katie Gutiérrez-Glik sits down with fellow SLU graduate instructors Lexie Broemmer and Sal DiBono to discuss how and why they seek to diversify the curriculum and decenter the literary canon in their 1900 and 2000-level courses at SLU.
In this week's episode, we have a brief and temporary Michigan invasion! Sheila Coursey interviews friend and former colleague Anne-Charlotte Mecklenburg about her work on serial narratives, from Victorian novels to contemporary pop concert tours, and the way that seriality shapes fan writing and engagement. They also discuss how practices of reading and writing fanfiction have influenced their own pedagogy as writing instructors. For those not in the know about the Michigan RhetComp texts menti...
In this week's episode, Lauren Terbrock-Elmestad sits down with Dr. Amanda Barton to discuss Amanda’s recent transition from teaching for the Writing Program to a new position with the Billikens' First Chapter Program. They spend time thinking about their academic interest in the medical humanities, particularly as it affects their ideas about Cura Personalis and the First-Year student.
This week's episode is a recording of the Lab's virtual roundtable on ADHD Advocacy and Social Media, organized and hosted by SLU Graduate Instructor and Ph.D. Candidate Carol Hogan-Downey. Carol invited Jennifer Parker and Michael Ruffin to discuss their work creating peer advocacy networks on platforms like Instagram, Facebook, and TikTok. Jennifer Parker started her page, Jenn Has ADHD, in 2019 to learn more about her ADHD and to advocate for herself. Now, she has reached over 260,000 followe...
Our first episode of Season Seven is not about the classic 1996 basketball film starring Michael Jordan (perhaps next season). We are, however, featuring three SLU English instructors discussing the role of space in their courses, assignments, and research projects: Jonathan Sawday and the space of the page, Jo Rho and the space of the theater, and Nathaniel Rivers and the process of mapping space.
In our final COVID-themed episode of this season, Sheila Coursey sits down with Martha Allen, a librarian at Pius Library who liaises with Writing Program courses. They discuss how Pius Library has worked with "The Great Pivot" of March 2020 as well as hybrid research resources and practices we might keep for future semesters.
In this week's episode, Sheila talks with Assistant Professor of English Andy Harper about his Fall 2021 course, Spies and Secret Societies in American Literature. They discuss, among other things, Harriet Tubman's role as a spy, early American secret societies, and rhetorical techniques of spycraft.
This week, Byron Gilman-Hernandez and Lauren Terbrock- Elmestad are reprising an episode they recorded in Fall 2018 that addressed ‘stealing’ in the context of pedagogy. They returned to this conversation to explore what has changed about networks of stealing after a year of virtual and hybrid instruction.
In today’s episode, Sheila Coursey sits down with Anessa Kemna and Carol Hogan-Downey to talk about their journeys in getting diagnosed with ADHD. Carol and Anessa share particular techniques or support structures that have been valuable to them as both students and instructors, and they discuss what we might do to make higher education more equitable for neurodivergent students. In this episode, we discuss Kirby Conrod's article "So you're ABD and you're beginning to suspect you have ADHD," whi...
In our first episode of season six, Sheila Coursey interviews Katie Gutiérrez about what it means to her to be a visibly queer instructor. They talk about two texts that have influenced Katie’s pedagogical practices, particularly in courses like "Gender, Identity, and Rhetoric" that center conversations about intersectional identity.
In this final episode of Season Five, Sheila Coursey sits down with Colten Biro and Laura Hardin Marshall to discuss giving feedback to and receiving feedback from students in online or hybrid courses this past semester.
In this week's episode, Sheila Coursey sits down with four undergraduate staff members from the Compass Lab: Clayton Hill, Eva France, Lydia Estrada, and Wes Ragland. They discuss past and present work in the Writing Program and Lab and reflect on the last two semesters from a student perspective.
In this week's episode, Sharee Langenstein interviews third-year Ph.D. student Rachel Shields about how research in the medieval digital humanities shapes her approaches to teaching first-year writing. They discuss what it means to be a digital native, techniques for introducing students to the history of academic resource organization, and the importance of tangible objects in the classroom, from rare books to sea otter puppets. This episode was edited and mixed by Eva France.
In this week's episode, Sharee Langenstein sits down with third-year Ph.D. student Nicholas Gomez to discuss his experience as a first-generation college student. Nicholas reflects on how his educational background has shaped his pedagogy, especially when it comes to showing and receiving vulnerability.
In this episode, Lindsay Adams and Rachel Shields discuss how their backgrounds in creative writing shape their approaches to teaching rhetoric and composition.
For today's episode, Sheila Coursey interviews Katie Eck about her experiences as both an instructor and a student during the Spring 2020 and Fall 2020 semesters. Sheila and Katie discuss their techniques for online and hybrid teaching, the importance of centering student access, and the permanent changes that COVID-19 might bring to their pedagogy.
In this first episode of EPEM Season Five, Lauren Terbrock-Elmestad, Nathaniel Rivers, and Sheila Coursey explore the Compass Lab's longstanding relationship with the writing program and the rapid evolution of the lab amidst COVID-19 as we reimagine multi-modal education and composition.
For our final episode of the season, we have a conversation between our outgoing and incoming Writing Program Administrators, Paul Lynch and Nathaniel Rivers, on their aims and agendas with the Writing Program at St. Louis University.
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For today’s episode, Byron Gilman-Hernandez spoke with two of Saint Louis University’s newest instructors, Abbey Jarvis and Katie Eck, about how their experience teaching in a High School setting informs their teaching in the University. In this episode, we discuss the difference between both classrooms, the lessons High School and Collegiate teaching have for each other, and the role of support systems, like iMentor, for students, as well as teachers.
Today’s episode features a dialogue between Lindsay Adams, author of “River Like Sin” and winner of the 2016 Judith Barlow Prize, and Alicen Moser, co-founder of Poor Monsters and co-author of “Useful and Necessary Ingredients,” on applying their backgrounds in theatre and playwriting in the rhetoric classroom.
This episode of Eloquentia Perfecta features a discussion of the English Major, refugees, and the immigrant experience, with Joya Uraizee, Professor of Postcolonial Literature and Regional Emmy Award-winner, Haris Fazlić, a Bosnian-American graduate student. In the episode, they discuss St. Louis’s Bosnian community, the challenge of preserving language, and including under-represented regions in literature classes.
In this episode, Amy Nelson interviews Anessa Kemna about her experiences as a blind teacher and graduate student. They discuss adapting materials for accessibility, the intersections of non-normative mental and physical conditions, and the concept of inspiration porn. Anessa Kemna’s blog, The Adjunct in the Dark, can be found here (https://adjunctinthedark.com).
In this episode, Natalie Whitaker and Kathryn Polizzi discuss with Byron Gilman-Hernandez their experiences establishing ethos in the classroom. They discuss how gender and age affect the dynamic of their classrooms, and particularly comment on how this might be relevant for new teachers.
For our first episode of Season 4, Dr. Tarrell Campbell, lead organizer of the 2018 Belle da Costa Greene Conference, discusses his experience with planning and developing a conference for Medievalists of Color. In particular, Tarrell charts the process of collaborating with multiple individuals and organizations, the impact of video recording and social media on conferences, and the importance of holding a conference on Belle da Costa Greene.
Following our previous episode, Anessa Kemna and Byron Gilman-Hernandez further developed an Intro to Rhetoric course built around Service Learning. In this episode, they discuss their experiences with the class, ranging from the process and benefits of co-development, making use of new ideas, like the Field Journals or the Service Map of the city, and considerations they’re making for the coming semester.
In this episode, looking to share her experiences using service learning in the composition classroom, Anessa Kemna sits down with Colten Biro to talk about how she structured her course, some of her biggest successes, and her goals to further this work in the class she’s teaching this semester, as well as how others can incorporate service learning into their own classes.
