Forthcoming and Recently Published
“Writing between the Lines: Teaching Digital Reading with Social Annotation in an Introductory Literature Course.”—10,000-word research essay to appear in volume 21 of Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture.
“Educational Developer 2.0: How Educational Development Leaders Will Need to Develop Themselves in the Era of Innovation,” The Journal of Faculty Development 30 (2016): 107-115.
“A Teaching Conference of One’s Own: Inviting Faculty Into the Scholarly Work of Teaching,” To Improve the Academy: A Journal of Educational Development 34 (2015): 345-366.
My current research in educational development focuses on scholarly approaches to teaching; the role of reflective practice, especially writing, in pedagogical development; and how new media are affecting liberal arts teaching models.
I am also an American literature and composition studies scholar. Currently, I am researching digital, social annotation pedagogies that support the teaching of reading and writing in introductory general education courses. My previous work has also focused on early American literature, especially the religious literatures of early modern Protestant communities.
My work on early American literature has been published in Early American Literature, the New England Quarterly, The William and Mary Quarterly, and Literature Compass. I have written about the life narrative of eighteenth-century Quaker minister Elizabeth Ashbridge, sea providence narratives from the early days of New England colonization, the Antinomian Controversy and John Cotton’s use of the Song of Songs as a rhetorical tool in it, and the literatures of providence and wonder.