From multimedia activism to professional writing, my courses combine theoretical discussions with informed action, helping students construct a transferable framework for rhetorical design. In different contexts, projects might involve social media, digital documentary, graphic memoir, educational signage, or traditional academic discourse, but the unifying goal is students’ critical multiliteracies. This pedagogical priority means that I continually learn alongside students, enlisting them as fellow explorers in our rapidly changing rhetorical ecologies. Below are some recent highlights; for a full list of courses taught, please see my CV.
First-Year Writing and Rhetoric
As the Director of First-Year Writing, I collaboratively developed a curriculum that introduces students to college-level composition through critical explorations of literacy and social justice. The scaffolded sequence (First-Year Composition and Rhetoric followed by either Writing about Literature or Techniques of Research) develops students’ critical reading strategies, primary and secondary research skills, and transferable rhetorical perspectives.
This year, students have worked on projects related to the school-to-prison pipeline, representations of immigrants in literature, and literacy practices in religious communities. These approaches help overcome students’ resistance to writing requirements and encourage agency for future growth.
It was the first paper I wrote about something I actually cared about, and I enjoyed doing my research and developing my ideas… Even though my grade in that class was B‐ (one of my lowest grades in college) I left so happy and grateful from that class.
Activist Rhetoric
In this General Education course, students examine historical social movements and contemporary campaigns before focusing on local case studies. Each identifies a cause they care about, connects with a local nonprofit organization, evaluates existing digital materials, and proposes strategies for development. This process demonstrates the balance of rigorous study and informed action that I strive for in my classes as in my research.
Dr. Comer brings her own experience in local activism to the class which makes it more fun and engaging. She has a way of making students care about activism through learning about its rhetorical components and the people affected.
Professional Editing
Professional Editing replicates the editorial process of an academic journal on the digital platform Open Journal Systems. Over the semester, students work step by step through submission of their own manuscript, peer review, revision and resubmission, comprehensive and copy editing, and production, proofs, and publication. They experience the process as authors and editors, manage distinct tasks and shared responsibilities, communicate with a variety of stakeholders, and produce a substantial product that documents the quality of their work. This class has become something of a legend; students urge colleagues to take it as early as possible, before they get too far along, because it will fundamentally change how they read and write.
I’m quiet and try to hide in the corner but she still sees me and that’s important.
Technical Writing
In this service-learning course, students develop skills in technical communication by developing materials for community clients. In 2014, the class rewrote Pelican Harbor Seabird Station’s volunteer and intern manuals. This fall, students are writing the copy for educational signage for PHSS visitors, and we’ve partnered with a Graphic Design course to create infographics. For the final project, the class will develop materials for the Zanmi Beni Foundation, a local nonprofit supporting a home for special needs children in Haiti. Students consistently rank such learning experiences as among their most memorable and valuable.
Your classes were not a requirement for my major, but they were a requirement for my growth both as a person and a professional.
Multimedia Writing
This course defies easy summary, because it necessarily changes every time I teach it, based on emerging trends and student interest. Each iteration engages conversations about digital literacy, meaning students develop technical skills within critical perspectives.
Recent projects have included documentary, graphic memoir, and audio essays; future possibilities include infographics, podcasts, and probably something cool I haven’t heard of yet. The playful spirit of this class encourages students to see literacy as a lifelong process of trial, error, experiment, and revision.
Dr. Comer is fair in that she challenges the class and is always available to provide extra help. She listens to students and considers them when deciding which direction the class will go next.