I can't believe how quickly this year has flown by! As I look back, I am incredibly grateful for the opportunities I've had to learn and grow and to make a difference in the lives of students and fellow educators. My passion for writing and language has always been at the heart of everything I do, and this year has allowed me to share that passion in so many ways.
One of the best moments of this year was meeting several writing center leaders whose work I've been following, including Dr. Amber Jensen, assistant professor of English education at Brigham Young University; Jenny Goransson, PhD candidate in writing and rhetoric at George Mason University, Tanya Baker, executive director of the National Writing Project; and Dr. Tom Deans, writing center director at the University of Connecticut!
From my work at the OU Writing Center, where I've had the privilege of assisting students one-on-one and developing resources to support their writing journeys, to my leadership roles in professional organizations like Oklahoma Council of Teachers of English (OKCTE), International Writing Centers Association (IWCA), and National Council of Teachers of English (NCTE), I've been constantly seeking out ways to contribute to the field of writing education.
I'm especially proud of the workshops and presentations I've given this year, which have focused on topics ranging from imposter syndrome to place-based writing pedagogies. Sharing my knowledge and experience with others is something I find incredibly rewarding, and I'm always looking for new opportunities to connect with and learn from other educators.
Of course, none of this would have been possible without the support of my mentors, colleagues, and the students I’ve had the privilege to work with. I'm so grateful for everyone who has encouraged me along the way, and I'm excited to see what the future holds. As I continue on this path, my goal remains the same: to empower students to become confident, capable writers and to support teachers in their vital work of fostering a love of language and literacy in their classrooms.
I was thrilled to have the opportunity to present at the Secondary School Writing Centers Association 2024 conference at UMass Boston in partnership with the Boston Writing Project!
The Writing Center: Supporting Student Writers
My roles at the OU Writing Center have been instrumental in shaping my understanding of effective writing instruction. As a graduate writing consultant and assistant director, I've had the privilege of working closely with students at various stages of their writing journeys. These one-on-one interactions have provided me with invaluable insights into the diverse challenges writers face and the strategies that best support their growth.
Sometimes, things don't go as planned, but they work out even better. Word had spread around the College of Education that I was a writing consultant. So, when a colleague struggled to format page numbers in her dissertation, our advisor suggested she reach out to me. Our college's formatting requirements – no page numbers on title pages, roman numerals for front matter, and Arabic numerals starting at page one for content – are a nightmare in Word and impossible in Google Docs. I figured out a workaround and, since she was a friend, formatted the pages for her.
A few days later, I was in my office at the writing center when the consultant who trained me asked me if I knew how to format the page numbers on a dissertation for someone she was working with. I jumped at the chance to help — and then realized this would make a good topic for a video on our YouTube channel. You can watch the video below.
Through developing resources like video tutorials and handouts, I've honed my ability to communicate complex writing concepts in accessible and engaging ways. Additionally, presenting workshops on topics such as critical reading and overcoming imposter syndrome has allowed me to share my expertise and foster supportive communities of writers. By working events like Camp Crimson and Write Nights, I've further broadened my understanding of how writing centers can serve as vital hubs for student learning and engagement.
These experiences have reinforced my belief that effective writing instruction is rooted in empathy, individualized support, and a commitment to meeting students where they are. They've also instilled in me a deep appreciation for the collaborative nature of the writing process and the transformative power of feedback.
Professional Involvement: Contributing to the Field
My involvement in various English Language Arts organizations and initiatives over the years has significantly broadened my understanding of the teaching writing landscape. As a co-editor for the Oklahoma English Journal, I've gained firsthand experience in curating and disseminating scholarly work that directly impacts educators in the field. Jennifer Williams and I served in this role for five years, and while I’m sad to see our term ending, I’m looking forward to trying new things. My roles on the OKCTE Executive board and within NCTE leadership have provided me with opportunities to collaborate with and learn from experienced educators, staying informed about current trends and challenges in writing instruction.
Serving as an NCTE conference proposal coach and reviewer has honed my ability to critically evaluate research and pedagogical approaches, while mentoring student interns has allowed me to share my knowledge and passion with the next generation of educators, and I hope, foster their growth and development.
Through my publications and presentations, I've been able to contribute to ongoing conversations about best practices in writing instruction and advocate for approaches that empower both students and teachers. These experiences have collectively enriched my understanding of the multifaceted nature of teaching writing and the importance of ongoing professional learning and collaboration.
OU Student Leadership: Advocating for Graduate Students
My involvement in the Graduate Student Senate and Phi Kappa Phi has provided me with unique perspectives on student needs and concerns within the larger university setting. Serving as a senator and committee member allowed me to advocate for policies and initiatives that directly impact graduate students' academic experiences, including those related to writing support and resources. These experiences have deepened my understanding of the broader institutional context in which writing instruction takes place and the importance of fostering a supportive and inclusive environment for all learners.
Writing Center Leadership: Broadening My Perspective
My involvement in the writing center field beyond my role at OU has further enriched my understanding of writing center pedagogy and administration. As a grant reviewer for the IWCA Summer Research Grant and a former high school writing center director, I've gained valuable insights into the diverse needs of writing centers across different educational contexts. These experiences have broadened my perspective on how to effectively support writing center staff and create sustainable programs that foster a love of writing and empower student writers.
I continued my role as director of the DCHS writing center. My findings from this pilot program will inform the development of future programs and scholarship that address concerns unique to secondary school writing centers more effectively.
Looking Forward: Empowering Writers and Teachers
This past year has been a culmination of experiences that have solidified my passion for writing education and continued to equip me with the skills and knowledge to make a meaningful impact in the field. As I completed my final two classes, where I had the opportunity to design a secondary school creative writing curriculum and a coaching program for writing teachers, and design my dissertation research, I feel confident and prepared for the next chapter of my career.
My experiences have not only strengthened my pedagogical expertise but also fueled my desire to continue supporting writers and writing teachers in various capacities. Whether through directing a writing center, teaching aspiring writers, mentoring future writing teachers, collaborating with current educators, or a combination of all these roles, I'm eager to continue fostering a love of writing and empowering others to find their voices. I'm excited to see where this path leads and the opportunities that await to make a lasting contribution to the field of writing education.
I'm excited to carry this momentum into 2025 as I continue my research and work towards completing my dissertation. I'm deeply grateful for the mentors, colleagues, and students who have supported and inspired me on this journey. Your guidance and encouragement have been invaluable, and I look forward to sharing the results of my research with you all soon.
Click the images to see captions.