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I explore a few veins of research, all with a Critical Feminist eye and working towards more equitable teaching practices and policies: 

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1. My dissertation of distinction explores the chronotopic lamination of student-mothers’ literate activities during the First Year Composition classroom experience in order to fight for more equitable classroom and university policies for student-mothers. 

2. I am interested in the emotional side of teaching and learning; using Ratcliffe's idea of Rhetorical Listening, I investigate the Composition Classroom, the 1st year writing students' experiences, and the experiences of the Middle and High School Exceptional Student experiences.  

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3. I explore and analyze the perception (fallacy) of "academic writing"; my work attempts to attack the gate-keeping qualities of "academic language" in the First Year writing classroom. 

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4.  Concerning technology, I look at the intersections of writing, ESE students, and technology in order to find out how technology influences the ESE students' writing practices. 

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