Researcher | Writer | Instructional Designer | Writing Instructor
I am a recent graduate of the Writing & Rhetoric PhD Program at George Mason University, and I publish and present original research related to military service members and veterans, digital rhetoric, and theories of networks, participation & identity. Forthcoming publications from my dissertation explore what it means to be an active-duty Marine in the age of social media: to better understand how service members negotiate their dual personal-professional identities and build support networks on social media, and how these experiences impact their military service as well as their transition back into civilian society.
Since entering the professional field in 2002, I have focused my career in teaching, researching, writing, and editing roles. I have over a decade of experience teaching writing courses for adult learners in online, hybrid, and face-to-face instructional environments. Currently, I teach synchronous online writing courses at American University.
Specialties: Qualitative research; Professional & academic writing; Curriculum design and editing; Writing instruction
George Mason University
Writing & Rhetoric
Phi Kappa Phi Honor Society
Northern Arizona University
Technology & Professional Writing
Golden Key International Honor Society
University of West Florida
Literature & Creative Writing
Phi Alpha Delta Greek Honor Society
Publications, Awards, Conference Presentations, and Invited Talks
Peer Reviewed Publications
"'So We Hit It With a Hammer, and It Worked': How Active-Duty Marines Communicate, Collaborate, and Forge Their Own Learning Communities in Social Media." (2021.) In V. McDermott, L. H. Hernandez, & A. May (Eds.) Supporting the Military-Affiliated Learner: Communication Approaches to Military Pedagogy & Education. Washington, DC: Lexington Books.
This chapter presents mixed methods research findings and analyzes active-duty Marines' communication and community-building experiences prior to their exit from the military. It offers recommendations for administrators and faculty to support student veterans and service members transition from the military into higher education.
"Cultivating Critical Makers: Crafting with Paper-Electronic Circuits in an Online First Year Composition Course." (Forthcoming 2021). In S. Holmes & A. Stagliano (Eds.) Re-Programmable Rhetorics. Logan, UT: Utah State University Press.
The tinkering, exploratory nature of a critical-making themed writing course offered both students and instructor alike the opportunity to re-examine the nature of writing as a recursive, dialectical process.
"Becoming the Shaman: A Review of Rhetorical Delivery and Digital Technologies: Networks, Affect, Electracy" by Sean Morey 2016; Routledge. Enculturation: A Journal of Rhetoric, Writing, and Culture. May 9, 2017.
Through his theorization and reclassification of delivery, Morey presents a new narrative for delivery in the digital age. By now, a number of scholars, notably McCorkle and McLuhan, have extended delivery from its roots in oral delivery toward medium. So, what does Morey add to this conversation? He proposes rethinking the language of practice, or apparatus, for delivery in digital writing technologies. Rather than "retrofitting" delivery as a mechanism of literacy, one tied to print-based writing, Morey points to an historic evolution of the medium in response to changes in delivery over time, evidencing the inevitable evolution of delivery as well as a return to the body as a visible, telepresent medium in the digital age. Taking this position, Morey addresses a wide range of digital topics for a number of audiences interested in rhetoric and composition in the digital age.
"Writing Faculty on the Marine Corps Base: Building Strong Classroom Communities Through Engagement and Advocacy." Reflections: A Journal of Public Rhetoric, Civic Writing, and Service Learning 16(2). December 2016.
Co-authored with Lourdes Fernandez, this paper presents findings from a case study of writing faculty who teach at Marine Corps Base Quantico Voluntary Education Center. Wenger's social theory of learning is used as a theoretical framework to analyze faculty experiences and better understand to what extent these instructors identify and participate in communities of practice within the military base teaching and learning environment.
Other Refereed Publications
Invited Publication: "Technology Access and Use in Writing Intensive Courses." The Writing Campus. June 2017.
As we aim to prepare students for critical thinking and writing in their chosen fields, how are we also preparing them to meet the demands of increasingly complex digital and public communication? In the Fall of 2016, Mason offered 151 writing intensive (WI) courses. As part of the WAC Re/View Study, this report illustrates opportunities and limitations for instructor and student engagement in digital literacy practices by identifying the following: (1) Access to classroom technology in writing intensive classrooms; (2) Use of classroom and personal technology in writing intensive classrooms.
Recognition and Awards
Dissertation Completion Grant, Spring 2019. ($10,000.) Awarded by the Provost Office of Graduate Education, George Mason University.
Frank, D. "C&W Session F1: Critical Making As Emergent Techne." June 2017.
Bree McGregor offered her take on critical making in a video that explored her work with critical making in an online class.
Conference on College Composition and Communication (CCCC) Professional Equity Project Grant, 2017.
Travel grant awarded annually through CCCC to support the concerns of two-year college faculty, such as improving working conditions and promoting the scholarship of teaching.
Council of Writing Program Administrators (CWPA) Graduate Research Grant, June 2016.
Travel grant of awarded annually through the CWPA Graduate Organization to recognize students identified for undertaking promising graduate research.
"The Military Social Media Mission: The Ethical Implications of Praxis, Pedagogy, and Policy." Computers and Writing Conference. Michigan State University, MI, June 2019. Co-Presenters: Corrine Hinton, Texas A&m University - Texarkana; Sandy Branham, Embry-Riddle Aeronautical University; Jeffrey Turner, National Defense University; Mark Blaauw-Hara, North Central Michigan College.
"Reaching for Common Ground: Professional Development Within and Across the Disciplines." International Writing Across the Curriculum Conference. Auburn, GA, June 2018. Co-Presenters: Lourdes Fernandez, Jessica Matthews, Jennifer Messier, George Mason University.
"Putting Policy into Practice: Teaching Writing across the Military-Civilian Divide." College Conference for Composition and Communication. Kansas City, MO, March 2018. Co-Presenters: Lourdes Fernandez, George Mason University; Mariana Grohowski, Indiana University Southeast; Alexis Hart, Allegheny College; Tara Hembrough, Southeastern Oklahoma State University.
"Case Study of Faculty Engagement and Advocacy in a Voluntary Education Center." Conference for College and Military Educators. San Diego, CA, March 2018. Co-Presenter: Lourdes Fernandez, George Mason University.
"Digital Faculty Development Hubs: If You Build It, Will They Come?" Conference for Writing Program Administrators. Knoxville, TN, July 2017. Co-Presenters: Paul Michiels and Lourdes Fernandez, George Mason University.
"Critical Making As Emergent Techne." Computers & Writing Conference. University of Findlay, OH, June 2017. Co-Presenters: Dr. Steven Holmes and Rachael Lussos, George Mason University; Dr. Anthony Stagliano, New Mexico State University.
"Teaching Writing to Veterans and Active Military Personnel." College Conference for Composition and Communication. Portland, OR, March 2017. Co-Presenter: Lourdes Fernandez, George Mason University.
"Forging New Front Lines: Writing Faculty Identification and Membership in Non-Traditional Communities of Practice." Conference for Writing Program Administrators. Raleigh, NC, July 2016. Co-Presenter: Lourdes Fernandez, George Mason University.
“The WAC Re/View Project at George Mason University: Program Review as Mentorship Opportunity.” International Writing-Across-the-Curriculum Conference, Ann Arbor, MI, June 2016. Co-Presenters: Dr. Michelle LaFrance, Chris Kervina, Ashley Yuckenberg, George Mason University.
“Incoming! Preparing to Serve Military-Connected Students Transferring from Military Base Education Centers.” NASPA Military-Connected Students National Symposium, Orlando, FL, January 2016. Co-Presenter: Lourdes Fernandez, George Mason University.
"College Writing 101." Pathways to College at Marine Corps Base Quantico. Presented by The Tiger Woods Foundation. October 2016.
In this Pathways to College workshop, students learn more about how to develop a writing process, the types of writing they will do in college, how college writing is evaluated, and what writing resources are available on college campuses. Underpinning these lessons is the expectation that college students are independent, proactive, and responsible.
"Teaching Maker Assignments in a First Year Composition Course." Mason Out Loud Podcast Series. English Department, George Mason University. Forthcoming 2018.
Mason Out Loud features creative writing and scholarship from GMU's English department faculty, students and alumni. In this podcast, I share the process of integrating nontraditional composing projects into a freshman composition course and the experience of engaging in critical making projects from both instructor and the student perspectives.
"VEC Brief: Research Findings and Recommended Interventions." Voluntary Education Center; Marine Corps Base Quantico. September 2016.
In this brief, research findings were presented from the study of writing faculty identification and participation in communities of practice. Specific interventions were recommended to VEC administrators.
"Teachers as Writers & the Pedagogical Implications." 2016 Spring Writing Institute. Arizona Western College. April 2016.
In this workshop designed for faculty who teach writing intensive courses across the disciplines, participants reflected on their writing habits and processes, and examined implications for writing instruction in their classrooms and opportunities to help students identify and develop their own writing processes.
“Leveraging Learning Communities: Practical Research and Scholarship at the Two-Year College.” Professional Development Day, Teleconference, Arizona Western College, February 2016.
This presentation introduced the concept of SoTL to two-year college faculty as a practical way of investing in scholarship, and discussed the benefits of SoTL research for both faculty and students.
CURRENT Teaching POSITION
Adjunct Professorial Lecturer
American University | Washington, D.C. | 2020-Present
WRT 100 Students engage in digital ethnography, identify an online subculture or community of people to study, and design research around questions they wish to explore. In a beginner-level capacity, they will learn the process of ethnography through assigned readings, class discussions and activities, and digital fieldwork experiences.
WRT 101 This course introduces social media as a professional tool, and it introduces students to professional writing and rhetoric skills that will help them develop agency on social networks. In doing so, it attends to these questions: How can we transform everyday social media practices into professional practice? How can social media technologies facilitate professional identity and network formation?
Previous Teaching POSITIONS
Graduate Teaching Assistant
George Mason University | Fairfax, Virginia | 2018-2020
ENGH 388 Professional & Technical Writing: Teaches the tools to leverage communication effectively for a variety of professional situations and audiences. A rhetorical approach focuses on a wide range of analytical skills to understand how to best operate in future professional and workplace environments where communication is necessary.
Professor of English
Arizona Western College | Yuma, Arizona | 2010-2017
ENG 90 Fundamentals of Writing (Accelerated): Introduction of essential skills for college-level academic writing, with focus on the writing process, as well as standard usage and mechanics, in structuring clear sentences, paragraphs, and multi-paragraph essays.
ENG 100 Introduction to Composition: A course in expository writing for students who need review and practice in adapting college-level writing conventions, organizational strategies, and revision and editing techniques to a variety of writing tasks in preparation for university-parallel composition classes.
ENG 101 Freshman Composition I: A course in expository writing with emphasis on writing processes and effective rhetorical choices concerning audience, purpose, genre, and style. Students will examine the relationships among language, knowledge, and power, and gain facility with critical reading and writing.
ENG 102 Freshman Composition II: A course in academic writing and critical thinking skills. This course is an intensive study of and practice in the strategies and techniques used for developing research-based expository and persuasive texts, emphasizing research methods and the process of inquiry.
ENG 110 Professional Writing: A course in basic technical writing, including memos, status and progress reports, application letters, and resume writing in the context of technical fields of study.
ENG 190 Introduction to Literature (formerly Freshman Composition II): A course designed to introduce the students to interpretive concepts of literature and to develop their enjoyment and understanding of it.
Professional & Community Involvement
Arizona Western College
Representative: Dual-Enrollment and Articulation Task Force Committee
Assessment Member: General Education Curriculum Committee
Member: Writing Intensive Curriculum Committee
Member: Writing Program Standards and Practices Committee
Member: English Program Review Committee
Member: Adjunct English Faculty Hiring Committee
Judge: National Day on Writing Scholarship Essay Contest
Judge: 100 Word Short Story Contests
Member: Conference on College Composition and Communication (CCCC)
Member: National Council of Teachers of English (NCTE)
Member: Council of Writing Program Administration (CWPA)
Member: George Mason University Society for Technical Communication (STC)
Proposal Reviewer, Computers & Writing Conference, 2017-2020
Evaluated proposal submissions, provided constructive written commentary, and made final recommendations.
Proposal Reviewer, Innovations in Teaching & Learning Conference
George Mason University, 2016-2020
Evaluated and recommended proposal submissions.
Tutor, Office of Military Services
George Mason University, 2016-2017
Volunteered as a writing tutor, working closely with student veterans and service members.
Researcher, Veterans Administration Hospital
Washington D.C., 2015-2016
Supported the Library of Congress Veterans History Project by digitally recording the life stories of veterans.
Volunteer, Junior Friends
Alexandria, Virginia, 2015-2017
Provided fundraising and community outreach through The Campagna Center to improve educational opportunities for children in Northern Virginia.
Volunteer, Marine Officer Spouse Association
Raise funds to create college scholarships for military families.