Publications

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Conference Presentations

“From Access to Agency: Executive Function Literacy and Equity-Centered Teaching.” John Jay’s Faculty Development Day, 27, August 2026, New York, NY. 

Panel Abstract: Executive Function skills are a stronger predictor of college success than IQ, standardized test scores, or socioeconomic status. Students with lagging or weak Executive Function (associated with disability, neurodiversity, trauma, chronic stress, or simple youth) might appear unmotivated, lazy, or undisciplined. They may mistakenly interpret their challenges to mean that they aren’t cut out for college, when self-awareness and understanding can be enough to bridge the gap. 

Fortunately, when faculty have Executive Function literacy, we can meet students where they are while also encouraging development of these crucial skills. This panel will also focus on Universal Design for Learning (UDL), an educational lens through which educators endeavor to create multiple means of engagement, representation, action, and expression, all to empower all students.

Participants will leave with a deeper understanding of executive function and UDL, along with practical strategies for creating accessible, equitable learning experiences that support student success across disciplines. After this session, participants will:

• Leave with concrete tools that can be incorporated into any course, including strategies for assignment design, communication, scaffolding, feedback, and classroom engagement.

• Recognize Executive Function as an issue of equity: Understand how executive function skills influence student success, persistence, and engagement.

• Challenge deficit-based assumptions: Examine common misconceptions about students who struggle with organization, time management, planning, task initiation, and self-regulation.

• Gain foundational knowledge of key executive function domains and how they manifest in college classrooms.

• Apply Universal Design for Learning (UDL) Principles: Explore how multiple means of engagement, representation, action, and expression can reduce barriers to learning.

“Their Conference and Their Conversations: Building an Undergraduate Community Through the Naylor Workshop and an Undergraduate Research Journal.” CCCC, 4-7, March 2026, Cleveland, OH. 

Panel Abstract: Sponsored by the CCCC Undergraduate Research Standing Group.
Over the last decade, The Naylor Workshop on Undergraduate Research
has provided over 300 students and mentors from 42 states a physical and
intellectual space to gather as a community of researchers. Former attendees
and mentors describe not only how it has fueled professional success for
attendees, but also created an idealized university, rejuvenating emotional
ties with our discipline’s work.

“Community, Care, and Collaboration in Prison Literacies and Pedagogies.” CCCC, 4-7, March 2026, Cleveland, OH.

Panel Abstract: Sponsored by the CCCC Prison Writing + Pedagogy Collective Standing Group.
The goals of this workshop are to share our work; to reflect on what we
are building toward; and to support one another’s aims through resource-,
strategy-, and materials-sharing.

“From Undergraduate Peer Tutor to Faculty Tutor: Perceived Power Dynamics in Tutoring Sessions.” Bronx Community College Tutors Alliance Conference, 2, May 2025. Bronx, NY. 

Individual Presentation Abstract:

“Effective and Ethical Approaches to Sentence-Level Feedback on Student Writing.” CCCC, 9-12, April 2025. Baltimore, MD.

Panel Abstract: We will explore ethical and effective approaches to providing feedback
on student writing, particularly at the sentence level, within the context
of social justice concerns related to linguistic inclusion, racial equity,
and generative AI. Ample time will be allotted for critically and
collaboratively refining our approaches to feedback, an opportunity we
teachers of writing are rarely afforded.

“Remixing First-Year Writing and Contesting Standardized English: Music as Inspiration in the Classroom.” CCCC, 9-12, April 2025. Baltimore, MD.

Panel Abstract: This panel demonstrates the power of FYW assignments that challenge
the dominance of standardized English, inviting students to incorporate
all of the Englishes and other languages that they read, hear, and speak on
a daily basis. With a specific focus on infusing hip hop, haikus, and other
lyrical genres into writing, panelists showcase how they raise engagement
in their FYW classes.