Foundational Scope and Trajectory
The scope of my research observes intersections between First-Year Composition (FYC), academic play, and the social-systemic ways learning occurs within activity systems found in education settings. Broadly, this line of research focuses on curriculum design utilizing experiential and problem-centered aspects of procedural rhetoric from game-based learning, along with collaborative, equitable, and rhetorical practices within the field. This undertaking also builds upon cross-disciplinary scholarship between games, play, digital/multimodal, and writing. My research incorporates scholarship developed over the years by Gee, Selfe, Bogost, Sherlock, Russell, Spinuzzi, Nowacek, and Nickoson as a basis for conducting innovative research that speaks to site-specific, relayable course design and development. Much of this work considers the particulars of First-Year Composition (FYC), but these designs may find work as augmentations to other courses. It should be understood that conducting site-specific work necessarily calls upon me as a researcher to also deeply and thoughtfully consider the ways in which culture, history, and diverse students populations play an integral role in these studies. It also considers our allies across the field, across disciplines, and in writing centers.
Research Trajectory Currently in Motion
Beginning in 2015, I began to share ideas about praxis-oriented “play” and writing in historical, real, virtual, and research environments through a number of conference presentations and on-site think tanks. During this time, I significantly applied these research interests in my position at the General Education office to develop digital Library Guides (LibGuides) and to assist with program initiatives for BGSU’s General Education and Provost’s office. In 2016, I continued serving the Provost’s office, but I also starting experimenting with ways in which my research interests may work in the classroom. I developed game-based course sections that I successfully rolled out and taught in the form of General Studies Writing themed courses. During this time, I also collaborated with an Art professor to bring students from Art and English together for a cross-disciplinary pilot project involving artistic design and visual and textual rhetoric. This endeavor provided an excellent partnership and served as a proof of concept for furthering my investigations.
In ongoing support of the university-wide common read sponsored through the Provost’s office, I continued to refine the LibGuides and went on to publish four that met the rigorous criteria of the common read review committee for use as a campus-wide digital texts housed within Jerome Library.
In the 2016-2017 academic year, I developed and submitted a proposal for a learning laboratory that sought to explore procedural rhetoric found in games and play, multimodal course content, and the pedagogical techne of using such innovative tools. The proposal was accepted and joined by a faculty member. Soon after, it gained the support of the GSW office, English Department, and the University’s Information Technology department. The lab was also visited and well received by external reviewers for its innovative work. The lab continues to grow in its identity and purpose, serving faculty and students in writing related issues.
Expanding Connections to Research
My dissertation work builds on many of the endeavors I began back in 2015 by examining ways good principals of play work towards course development for FYC courses, with key considerations for writing center and WAC when appropriate. As this area of research naturally draws upon digital rhetoric, multimodal composition, and FYC practices, such research holds relevance towards my trajectory as a professional and researcher in the field. As a scholar who understands our universities and classrooms as unique and diverse sites of inquiry, I encourage research which relays and shares knowledge rather than pushing for the notion of cookie-cutter replication.
My work matches the interests of journals such as Computers and Composition, Kairos, Composition Studies, WPA, and those of the WAC Clearing House. One research accomplishment has been my work to develop and Co-Coordinate the first graduate and faculty laboratory exploring the use of games and play in first-year writing. The creation and evolution of this space has not only enacted some of my previous research endeavors, but it has also proved to reveal a fruitful path towards future research.
As a scholar interesting in innovative practices, I continue to work with other scholars in the field to better understand modalities and tools that will aid my research. I feel these practices assist myself and my department in adding to innovative approaches. In the summer of 2018, I attended The University of Texas-Austin’s inaugural Digital Field Methods Institute where I received further training in sonic methods and tools that have already helped shaped more insightful ways to deliver multimodal content.
Continued Contributions for the next 3-5 years
As I begin to move towards a long term position within a department, I foresee my work strongly speaking to current gaps in the field regarding the very intersections where embodied/experiential (what I might call “productive play”) and multimodal work serves writing in culturally and community conscious ways.
Within the first year, I anticipate site-specific assessments regarding curricular goals, current concordances and limitations, and possibilities for developing dedicated designs. This may include a combination of field and laboratory work. Years two and three may consist of research evaluating designs, publications, and developing materials for significant publications. Following these research endeavors, I anticipate significant publication opportunities in the content areas of my ongoing research.
I anticipate continued opportunities to study sites of inquiry and work towards either digital and/or alphabetic publication. However, I come from a tradition that values collaborative intersections with colleagues and student researchers. My hope is that I will be able to find connections with my colleagues in co-developing, co-writing, and exploring various modes of publication, conferences, and departmental initiatives.