As a result of the transient military lifestyle, I have lived in five states spanning the continent from east to west coasts as well as overseas, and acquired a skill set unique to the military lifestyle: I am highly adaptable, adept at hitting the ground running, and expert at quickly immersing myself in new communities. As a result, I have earned a graduate degree and seamlessly transitioned into new professional roles without notable employment gaps. In addition to a master’s degree in English, earned with distinction, I also possess seven years of experience teaching undergraduate writing courses in online, hybrid, and traditional classroom settings.
Despite frequent military moves, one factor has remained consistent: my passion for teaching and my personal commitment to life-long learning. I am determined, hardworking and eager to take on new challenges and learning opportunities, while honing my existing skills in pedagogical research, instructional design, new media applications, and classroom teaching.
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 Journal Publications
"Becoming the Shaman: A Review of Rhetorical Delivery and Digital Technologies: Networks, Affect, Electracy" by Sean Morey 2016; Routlegde." 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 deliver 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.
Conference on College Composition and Communication (CCCC) Professional Equity Project Award, 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 Award, June 2016.
Travel grant of awarded annually through the CWPA Graduate Organization to recognize students identified for undertaking promising graduate research.
"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 2017.
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.
College Writing Instructor
Arizona Western College, Yuma, Arizona, 2010-Present
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)
Recent Community Service
Office of Military Services
George Mason University, 2016-2017
Volunteered as a tutor, working closely with military-connected writing students.
Veterans Administration Hospital
Washington D.C., 2015-2016
Supported the Library of Congress Veterans History Project by digitally recording the life stories of veterans.
Alexandria, Virginia, 2015-Present
Provided fundraising and community outreach through The Campagna Center to improve educational opportunities for children in Northern Virginia.
Marine Officer Spouse Association
Raises funds to create college scholarships for military families.