• PhD, Language, Literacy, and Composition. University of California Santa Barbara
• MA, English, Rhetoric, and Composition Studies. California State University Northridge
• MEd, Educational Leadership and Change. Fielding Graduate University
• Single Subject Teaching Credential, English. Sonoma State University
• BA, English. Sonoma State University

English 102/103:Composition and Rhetoric A & B  

English 104: Accelerated Composition & Rhetoric  

English 215: Information Literacy & Writers Seminar  

English 304W: Writing in the Public Sphere

English 406W: Theories and Technologies of Writing  

English 422: Professional Research Pathways: Research

English 581: Teaching College Writing

English 611: Literacies and Epistemologies

English 612: Language, Rhetoric, and Society

Books

Radical Frameworks for Writing Transfer: Epistemological Justice in the Writing Classroom, co-edited with L. Miller (WAC Clearinghouse, University of Colorado Press, forthcoming).

Chapters/Articles

“What Can I Add to Discourse Communities? How Writers Use Code-Meshing and Translanguaging to Negotiate Discourse.” in Writing Spaces, Volume 5. Trace Daniels-Lerberg, Dana Driscoll, Mary K. Steward, & Matthew Vetter, eds. Anderson, South Carolina: Parlor Press, 2023. Pp. 87 - 101.

“What Counts as Literacy in the Polytechnic Hispanic Serving Institution? Culturally Sustaining Frameworks for Writing Assignments, Assessment, and Language Use,” Humboldt Journal of Social Relations, 45, 50th Anniversary Edition: Becoming a Polytechnic (2023): pp. 119-153, co-authored with Jill Anderson, Elizabeth Eschenbach, Nicolette Amann, & Kerry Marsden. 

“Heavy Lifting: How WPAs Facilitate Uptake and Knowledge Transfer for Faculty," in Making Administrative Work Visible: Data-Driven Approaches to Understanding the Labor of Writing Program Administration (Univ. Press of Colorado).

"Possibilities and Pathways: Connecting Multimodality and Educational Equity in the FYC Program" in Multimodal Composition: Faculty Development Programs and Institutional Change, co-authored with K. Stelter & J. Abidari (Routledge).

“Creando Raíces: Sustaining Multilingual Students’ Ways of Knowing at the Developing HSI," in Composition Forum, Special Issue: Promoting Social Justice for Multilingual Writers on College Campuses, co-authored with J. Citti, L. Miller, N. Pérez & C. Wells.

“Extending What We Know: Reflections on the Transformational Value of Threshold Concepts for Writing Studies Faculty," in (Re)Considering What We Know: Learning Thresholds in Writing, Composition, Rhetoric, and Literacy (Univ. Press of Colorado).

“(Dis)Positioning Writing about Writing Knowledge, Reflecting on Writer Identity: A Curriculum Aimed at Writing Knowledge Transfer", in Next Steps: New Directions for/in Writing About Writing (Univ. Press of Colorado).