Tag Archives: Kennesaw State University

“P” Stands for Presence: A Reflection on Teaching in Online Environments

I love growing scholars!

Sometimes I have a hard time answering the question:  “do you like teaching online?”  Colleagues frequently ask me this questions, which is interesting in itself because I teach in a department with the word “digital” in its name.  So, when they ask me, I am often slow to answer.  I mean, there are so many variables, right? I do like experimenting with my critical-democratic teaching methods in new spaces.  I also like providing an alternative to traditional coursework for students who are returning to school.  I don’t like working on Sunday nights (who does?); I typically don’t like modular ANYTHING — I’m an organic kinda gal.

In my second year on the SPSU faculty, my chair asked me to teach a graduate course.  Of course, this request also meant teaching online (for the first time), since our department’s graduate programs are 100% online delivery.  I accepted, because I just can’t say no — NO. But , I took on the challenge, primarily because I wanted to teach a grad course. Then came the caveat: “oh by the way, you also have to re/design this course and pass it through TADL (SPSU’s legacy online certification protocol).  Oh, and you’ll also need to get TADL trained by next week.”  Again, I must practice my “NO’s.  We were in the midst of consolidation, my chair seemed desperate (which is probably why she asked me in the first place), and I’m a placater.  So, I did all of the above.

screaming woman with birds circling her head
Yes, of course I will do that!

As I designed my course, I realized early on that many of the same best practices, like:

Stating measurable learning outcomes — Providing multimodal writing opportunities — Cultivating instructor’s presence

could transfer to my online pedagogy.  I also realized that some best face-to-face practices DO NOT.  After some trials and lots or errors, the eight students in my first class and I collaboratively negotiated on what worked and what didn’t.  I owe these students a debt of gratitude, because they rose to both technical challenges and the inherent digital tools issues experienced by a first-time online teacher.  We made it through a couple of BlackBoard Collaborate sessions, and presented our work using Prezi. Together, we found that we could transform the way we learned from each other by integrating some cool tools but still maintaining the core notion of community and presence.  That first course gave me the confidence to continue developing and teaching in online spaces, always with the reminder that presence and community are  key, and cool tech-tools are useful — but only when they are meaningful complements to that same presence and community.

red wagon with a cat riding in it.

Flash-forward a year,and so much lovely professional growth later, and I find myself surrounded by a group of colleagues who are traveling this journey as well (some so much further along, they may have to pull me in my little red wagon!) As I read everyone’s creative responses to Angela Velez-Solic’s chapter, I reflected on being a member of this community of teacher-learners and how we are growing our skills in such diverse yet networked ways.  How very rhizomatic of us!

This is just to say… learning best online practices over the past couple of years has taught me to have a growth mindset and to approach new challenges not as drudgery but as opportunities to cultivate my teaching presence as I learn from my communities of teacher-and-student scholars.  I really do enjoy being present for all of this amazing growth!

Please provide me feedback and comments below.  I look forward to talking with you about democratic, online learning.  You may also email me at jeanne_bohannon@kennesaw.edu.

Rhizomatic Learning Info-graphic
Rhizomatic Learning Info-graphic from Dave Cormier

Writing About Digital Grammars

We have worked this semester to re/mix what we think of as conventional grammar into new conventions that we can describe and apply in unconventional spaces like social media.  Several of us are presenting our work at the KSU Undergraduate Research Symposium, while other are looking towards STC presentations and papers.  The template here will help guide our writing as we prepare our own research for these public spaces.  Please use it to write-up your analysis of a digital grammar phenomenon.

Analytical Study Report /Micro Study

Purpose: To write through a chosen research topic, analyzing it from a specific departure point and lens. (in this case digital grammars)

Topic:  Language Study, Dialects and Usage in Specific Digital Discourse Communities

Directions: For this paper, you will research and choose five sources (3+ Academic Journals, 2 less Internet) to support an analysis of a topic within the field of digital grammars.  **You will choose your topic based on a collaborative, flipped class discussion.   Your topic must be cleared through our community before you begin drafting.**

Learning Outcomes:  You will develop and expand on your research skillsYou will gain analysis tools based on patterns of organization…You will attain understanding of analytical organization and demonstrate application of rhetorical strategies…You will evaluate and reflect on your writing experience and process.

Parameters:    MLA Style, 2,000 word minimum uploaded to D2L Dropbox. 12 pt TNR, single-spaced, .doc or .docx, headings are optional, but recommended.

Assessment:    Based on Grading Criteria located in D2L Content Tab; 20% of course grade

The following outline is a pattern for the written report of the results from your research on the analysis essay assignment (adapted from Mary Zeigler, Georgia State University)


–The background for the research as indicated in the assignment parameters. Use the wording of your topic.

–The research question or research problem.

–The plan of action for the study: (this is your thesis) i.e. What you will do in the analysis of the research problem to arrive at a conclusion— such as define terms, determine questions presented in the problem, examine the elements significant to understanding the problem, and any other methods deemed important to reaching a conclusion about the research problem.


–Discuss your topic using your sources for investigating, analyzing, and/or examining the research problem, distinguishing characteristics,relevance, application, explanation, description

–Follow the plan of action to progress through your thesis.  Discuss each aspect of the analysis. Define terms as necessary. Refer to the sources directly for quotes or indirectly in parenthetical citation. Refer to your English usage handbook for details of MLA citation.


–After examining each aspect as you have determined its relative importance to the problem, prepare for the conclusion. State your response to the question, or resolution of the problem.


— At the end of the last page, talk about your experiences with this analytical microstudy.  Discuss what your initial response was to the question/problem before you began your research and the affect of this study on your knowledge and perceptions.

It’s All About Rhetoric

Welcome to my blog, Rhetoric Matters.  This is a public space where I discuss, analyze, debate, argue, etc. issues of rhetorical importance.  A trifle about me (CAUTION, rhetorical selfie to follow):

“…writing surrounds us: it’s not something we do just in school or on the job but something that is as familiar and everyday as a pair of worn sneakers or the air we breathe.” — Andrea Lunsford.

Currently, I serIMG_1405ve as an Assistant Professor of English at Kennesaw State University).  I earned my Ph.D in rhetoric and composition from Georgia State University in 2012, specializing in post-process composition theory and rhetorical praxis.  My research finds further loci in diverse sub-fields of rhetoric, including digital literacies, 19th century women’s literature, performativity theory, and African American linguistic performances.  I also conduct empirical research with undergraduate student-scholars, interrogating the intersections of theory and practice as they evidence themselves in undergraduate and graduate writing programs.  At Georgia State University, I was the 2010-2011 Marguerite Pettes Murphy Teaching Fellow and the 2009-2010 New Graduate Teaching Assistant of the Year.  I have published work in Studies in the Literary Imagination, the Journal of Learning Communities Research, Women in Judaism, and Composition Studies.  You may also see my pedagogical praxis “at-work” on the Bedford/St. Martins Multimodal Mondays blog. I have presented my diverse work at regional and national conferences on panels and in workshops, including Computers & Writing, the Texas Rhetoric Symposium, and the Conference on African Diasporas.  My teaching praxis centers on disrupting binaries that separate teachers and students as well as engendering opportunities for student-scholars to enter into academic conservations with informed voices.

See more at:

Faculty Webpage