Teaching Philosophy
Statement of Teaching Philosophy | Charles Woods, Texas A&M University-Commerce
I foster a learning environment where knowledge is made collaboratively through the development of cutting-edge assignments, the implementation of localized topics, and the incorporation of various digital genres and technologies. My pedagogical philosophy is underscored by antiracist techniques, equity and inclusion, and the importance of meaningful access and critical literacies concerning new and repurposed technologies. It is critical for instructors to take a democratic approach to choosing some course materials, when possible, as well as to negotiate how they define participation. The effectiveness of my multifaceted approach to instruction is demonstrated in my ability to engage students in ways which introduce them to innovative ideas and provoke thoughtful discourse. After a course, I hope students gained knowledge about the subject, discovered new possibilities of thought, and established confidence in their power to affect change in their communities.
In their Special Issue of Writing Across the Disciplines, Frankie Condon and Vershawn Ashanti Young illustrate the need for continued discourse regarding race and racism in society. They call those of us interested in a just and egalitarian society to “renew our commitment to intelligently and publicly deliberate race and to counteract the effects of racism.” Indeed, texts like this, as well as the CCCC Black Technical and Professional Communication Position Statement with Resource Guide, inform my teaching. Condon’s and Young’s work appeared during my first year as a college instructor; since then, I have engaged in this discourse by implementing antiracist techniques and subjects in my instruction at each of my institutions: ISU, ECU, and TAMUC. At ISU, I joined with graduate students in my department to publish an Antiracist Accountability Letter for the English Department. At ECU, I took part in the ECU Inclusive Teaching Onboarding Program and won a grant from the ECU Council on Anti-Racism and Equity to perform antiracist work in the classroom. At TAMUC, I teach a graduate class called Writing Democracy. In this class, we interrogate the rhetorical implications of racist strategies like digital redlining on democracy. We also examine data aggregation and digital privacy from a variety of perspectives. By taking this approach, we can counteract racism in ways which enhance democracy in America.
As Ibram X. Kendi notes in his influential book How to Be an Antiracist, “to be antiracist is to think nothing is behaviorally wrong or right—inferior or superior—with any of the racial groups. To be antiracist is to deracialize behavior, to remove the tattooed stereotype from every racialized body. Behavior is something humans do, not races do.” Indeed, amplifying antiracist tactics remains critical as many of the classes I teach contend with issues of technological access and literacy. Amplifying student voices by letting them choose some course readings and reimagining how I understand participation have been critical pedagogical decisions for me. By incorporating cutting-edge assignments, localizing topics, and incorporating emerging digital genres and technologies, we reach the learning outcomes for the classes I teach with very high levels of engagement. These are the tenets of my pedagogical philosophy as I approach a class, while I am in a class, and when I redesign a class for the future.
I foster a learning environment where knowledge is made collaboratively through the development of cutting-edge assignments, the implementation of localized topics, and the incorporation of various digital genres and technologies. My pedagogical philosophy is underscored by antiracist techniques, equity and inclusion, and the importance of meaningful access and critical literacies concerning new and repurposed technologies. It is critical for instructors to take a democratic approach to choosing some course materials, when possible, as well as to negotiate how they define participation. The effectiveness of my multifaceted approach to instruction is demonstrated in my ability to engage students in ways which introduce them to innovative ideas and provoke thoughtful discourse. After a course, I hope students gained knowledge about the subject, discovered new possibilities of thought, and established confidence in their power to affect change in their communities.
In their Special Issue of Writing Across the Disciplines, Frankie Condon and Vershawn Ashanti Young illustrate the need for continued discourse regarding race and racism in society. They call those of us interested in a just and egalitarian society to “renew our commitment to intelligently and publicly deliberate race and to counteract the effects of racism.” Indeed, texts like this, as well as the CCCC Black Technical and Professional Communication Position Statement with Resource Guide, inform my teaching. Condon’s and Young’s work appeared during my first year as a college instructor; since then, I have engaged in this discourse by implementing antiracist techniques and subjects in my instruction at each of my institutions: ISU, ECU, and TAMUC. At ISU, I joined with graduate students in my department to publish an Antiracist Accountability Letter for the English Department. At ECU, I took part in the ECU Inclusive Teaching Onboarding Program and won a grant from the ECU Council on Anti-Racism and Equity to perform antiracist work in the classroom. At TAMUC, I teach a graduate class called Writing Democracy. In this class, we interrogate the rhetorical implications of racist strategies like digital redlining on democracy. We also examine data aggregation and digital privacy from a variety of perspectives. By taking this approach, we can counteract racism in ways which enhance democracy in America.
As Ibram X. Kendi notes in his influential book How to Be an Antiracist, “to be antiracist is to think nothing is behaviorally wrong or right—inferior or superior—with any of the racial groups. To be antiracist is to deracialize behavior, to remove the tattooed stereotype from every racialized body. Behavior is something humans do, not races do.” Indeed, amplifying antiracist tactics remains critical as many of the classes I teach contend with issues of technological access and literacy. Amplifying student voices by letting them choose some course readings and reimagining how I understand participation have been critical pedagogical decisions for me. By incorporating cutting-edge assignments, localizing topics, and incorporating emerging digital genres and technologies, we reach the learning outcomes for the classes I teach with very high levels of engagement. These are the tenets of my pedagogical philosophy as I approach a class, while I am in a class, and when I redesign a class for the future.
Professional Experience
Texas A&M University-Commerce
Assistant Professor of English, 2022-Present
Undergraduate Classes Taught
ENG 1302: Written Argument and Inquiry (Honors)
ENG 333: Advanced Writing--Non-Fiction
ENG 399: Research Methods in English Studies
Graduate Classes Taught
ENG 570: Cultural Rhetorics
ENG 771: Writing Democracy
Assistant Professor of English, 2022-Present
Undergraduate Classes Taught
ENG 1302: Written Argument and Inquiry (Honors)
ENG 333: Advanced Writing--Non-Fiction
ENG 399: Research Methods in English Studies
Graduate Classes Taught
ENG 570: Cultural Rhetorics
ENG 771: Writing Democracy
Illinois State University
Graduate Teaching Assistant, 2017-2021
Classes Taught
ENG 101: Composition as Critical Inquiry
ENG 101.10: Composition as Critical Inquiry: Students self-select into this course, which includes meetings with a writing consultant.
IDS 121.19: Rhetorics of Big Data: This interdisciplinary course was proposed and designed by the instructor and focused on cultural implications of Big Data at the intersections of rhetoric, ethics, privacy, and publics.
ENG 145: Writing in the Academic Disciplines
ENG 145.13: Writing for Business and Government Organizations: ENG 145.13 is a required course for Business majors at ISU.
ENG 249: Technical & Professional Writing I
English 145 Coordinator, ISU Writing Program, 2018-19: Coordinated the Writing in the Academic Disciplines and Writing for Business & Government Organizations curriculum; mentored new instructors and graduate students teaching these courses and others; produced the “Professional Literacies Project,” which connects writers in the community and students and instructors in the writing program; developed writing program resources, including an archive of writing program course plans and assignments and a podcast directed towards ENG 145 pedagogy.
I work with a ton of talented folks at Illinois State University, including my dissertation committee, which is directed by Dr. Erika M. Sparby and includes Dr. Angela M. Haas and Dr. Joyce R. Walker. I also enjoyed working with other graduate faculty members during course work, during comprehensive exams, and in other various capacities. including Dr. Julie Jung, Dr. Bob Broad, and Dr. K. Aaron Smith.
University of Alabama at Birmingham
Credentialed Course Instructor, 2015-2017
Classes Taught
EH 091: Introduction to College English: Course includes several meetings with university writing center consultants.
EH 101: English Composition I
EH 102:English Composition II
I worked with a ton of talented folks while working as a Credentialed Course Instructor for the University of Alabama at Birmingham, including Writing Program Administrator, Dr. Chris Minnix, and Writing Center Director, Dr. Jaci Wells.
University of Montevallo
Adjunct Faculty, 2016-2017
Classes Taught
ENG 101: English Composition I
ENG 102: English Composition II
I worked with a ton of talented folks while at the University of Montevallo, including Department Chair, Dr. Paul Mahaffey. UM has a strong cohort of adjuncts who teach first-year writing.