蜜桃影像

Dr. Jenna Green蜜桃影像

Marquette Hall, 222

MilwaukeeWI53201United States of America(414) 288-3468jenna.green@marquette.edu

Teaching Assistant Professor, Assistant Director of Foundations Instruction

English

We write as a way to learn and we learn in new ways through teaching. These ideas help explicate why I love teaching writing鈥擨 get to listen to, learn, collaborate and write with Marquette鈥檚 exceptional and inspiring students. Via analyzing and creating texts, I am dedicated to learning with students and supporting them in reaching their academic and professional goals.

In specializing my graduate coursework in Rhetoric and Composition at the University of Wisconsin-Milwaukee I developed pedagogical approaches to be an engaged and responsive instructor. In the classroom, I create a supportive, student-centered learning environment where students can learn to effectively develop, communicate, and share their ideas with those around them. Prior to teaching, I built upon my Writing-Intensive English and Public Relations undergraduate degree from 蜜桃影像 and gained extensive experience writing in professional contexts including academic, non-profit, and corporate settings. Bringing this knowledge and experience into the classroom helps students to consider the importance of critical literacies and effective communication skills in their civic and professional lives.

At Marquette, I have been committed to teaching critical thinking and communication across disciplines and departments teaching courses in First-Year English, Scriptwriting, the Educational Opportunity Program, the Emerging Scholars Program and the Honors Program.

Courses Taught

• Rhetoric and Composition

Research Interests

• Digital and Multimodal Composing
• Literacy Studies
• Learning Transfer
• Interdisciplinary Writing
• English Language Learning
• First-Year Student Transition and Experience

Publications

• Green, J., Campbell, L., and Bungert, N. (2024). "Revisioning a Bibliography Assignment to Center Discovery and Critical Source Engagement." In B. Buyserie & T.N. Thurston (Eds.), Teaching and generative AI: Pedagogical possibilities and productive tensions. Utah State University.

• - Drawing on the work of Patrick Saint-Jean, S.J., this article examines the contribution that 鈥減ossibility thinking鈥� makes to community-engaged learning at three Jesuit universities. The article considers ways in which possibility thinking intersects both Jesuit and secular perspectives on hope and imagination, and their relationship to anti-racist praxis. We then describe three institutional contexts at different stages of enacting community-engaged learning in introductory and upper-level English classes. The article concludes by offering three praxis-oriented directions for community-engaged learning educators to take up in their own institutional contexts: developing faculty capacity and awareness; fostering solidarity not charity; and encouraging reflection not reaction.
  epublications.regis.edu

• - The topic of this symposium, capacitating community, invites CLJ readers to consider what makes a community possible. This piece showcases one means, small conferences, via a retrospective on the Writing Innovation Symposium (WIS), a regional event with national scope that has hosted writers and writing educators annually in Milwaukee, WI, since 2018. Through a quilted conversation pieced from hours of small-group discussion, twenty-nine participants across academic and nonacademic ranks, roles, and ranges of experience offer insight into the WIS as well as the nature and value of professional community.

  digitalcommons.fiu.edu

Additional Information

Office Hours

Fall 2024

• Tues 8:15-9:15 (MH 222)
• Wed 11:30-12:30 (Commons Dining Hall)

Teaching Schedule 

Fall 2024

• 1001/123 TuTh 9:30-10:45 Cudahy Hall 143
  • Foundations in Rhetoric
• 1001/145 TuTh 2:00-3:15 David Straz CN 141
  • Foundations in Rhetoric
• 6965/101 TuTh 12:30-1:45 David Straz CN 141
  • Practicum in Teaching Writing: Inclusive Pedagogy