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Blogs

UWT Teaching Forum @
LetsTalkTeaching.wordpress.com

IAS Graduate Studies @
UWTMetaMasters.wordpress.com

Rhetoric Studies@
MetaRhetoric.wordpress.com

Research & Writing @ DigiRiki.wordpress.com

M/e-stories @
VirtuallyRiki.com

Art @
LilGirlArt.com

Twitter
@
rikithompson


 
 

TEACHING PHILOSOPHY

“Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.”
         --Arthur W. Chickering and Zelda F. Gamson,
"Seven Principles for Good Practice"

Teaching and learning for me are intricately interwoven; understanding my philosophy of teaching is coupled with understanding my philosophy on learning. I teach because I love learning. I approach each teaching situation as an opportunity for me and my students to learn.Professor Riki Thompson

I look to the classroom as a unique learning environment where questions can be raised and answers sought. On the first day of class and in my syllabi, I position the classroom as a learning community in which thoughtful participation and active involvement is expected. For me, teaching is not simply conveying subject matter to my students, but rather providing opportunities for students to engage ideas in relevant and useful ways. I use the classroom as a forum to pose questions that push students to think critically about the issues that are important to them and bring them into intellectual dialogue with others. I rely on a problem-posing pedagogical model wherein I present an educational task, generate and address critical questions, draw attention to possible resources, and offer individualized mentoring while students are involved in self-discovery. I strive to create the exigency that allows students to make their own connections and improve on their own practices.

 

Inquiry and dialogue are foundational to my pedagogical practice. Because I believe that individuals learn best when they are interested in discovering answers to personally relevant questions, my teaching relies on active learning strategies. As an advocate for active learning, I look to the classroom as a social space where ideas can be shared and different points of view can be discussed. In order to facilitate an environment that is conducive to active learning I situate the course as one that relies on social interaction and collaborative learning. Allowing student interests to guide classroom topics can often be unsettling and seem disjointed; however, by allowing the flexibility to meet student-driven inquiry, classes are often more interesting, more relevant, and more rewarding to both the instructor and the students. I encourage students to work together both as co-investigators and as critics in considering the on-going discussion and the audience’s reception of their ideas and writing.

My hope is that when my students leave my class they will use the types of inquiry that that we used in the classroom to engage issues in their daily lives, actively participating in their own educational and life learning.

My method of teaching is best described as "just in time" teaching.

 

 
 

 

UWT COURSES

TCORE 101 - INTRODUCTION TO COMPOSITION
Being digital: All about m/e-stories
M/e-stories! Writing the self online
Blog me! Writing the self online
Writing & Science
Writing in the rain: Debating climate change
What is America(n)?
(Trans)forming Identity & History

TWRT 111: DISCOURSE FOUNDATIONS
Graduate Writing Studio - Institute of Technology

TWRT 211 - ARGUMENT & RESEARCH IN WRITING
Literacy in the digital age
Writing & the Digital World

TWRT 272 - INTERMEDIATE ACADEMIC ARGUMENT
Writing in Digital World

TXCG 272 - WRITING EFFECTIVELY
Living in (& with) the World: Arguing About Sustainability

TWRT 330 - WRITTEN & VISUAL RHETORIC

TCXG 374 - ARGUMENT & RESEARCH
Writing Across Disciplines

TCXG 464 - TEACHING WRITING

TIAS 513 - GRADUATE & RESEARCH WRITING

TIAS 514 - TEACHING WRITING: THEORY & PRACTICUM

TIAS 505 - MASTERS CAPSTONE

MENTORING
THESIS CHAIR
Jacinda Howard - A critical analysis of homeless discourse in America
Margaret Lundberg - Conversing as Audience with a 19th Century Diarist

THESIS READER
Heidi Lott - The discourse of mental health and the productive member of society

INDEPENDENT STUDY/DIRECTED READING

Undergraduate

Maren Clifton (Global Honors Thesis- Porn, Power, & Discourse)
Chalore Loye-Hogan - Special Education Legislation and Teaching Writing

Graduate
Lucas Damsberg
Kathryn Anderson -Hip Hop Poetry & Teaching Writing
Susan Brabec - Teaching Writing K-12

INTERNSHIP
Kamryn Bettelon - Big Brothers/Big Sisters of America Mentor

LEAD MENTOR
Earl Schwitzer

 

BLOGS


UWT Teaching Forum @
LetsTalkTeaching.wordpress.com

IAS Graduate Studies @
UWTMetaMasters.wordpress.com

Rhetoric Studies@
MetaRhetoric.wordpress.com

Research & Writing @ DigiRiki.wordpress.com

M/e-stories @
VirtuallyRiki.com

Art @
LilGirlArt.com

Twitter
@rikithompson

 

 

 

 

 
January 20, 2014