Techne: Queer Meditations on Writing the Self


Join us for Jonathan Alexander’s workshop:


His talk should be particularly interesting to those who teach or research queer, digital, multimodal, or auto-ethnographic representation. Light refreshments provided.

Dr. Jonathan Alexander (Editor of College, Composition, and Communication and Chancellor’s Professor of English, Education, and Gender & Sexuality Studies, School of Humanities, University of California, Irvine). His visit is possible thanks to the support of the Sweetland Center for Writing.

Dr. Alexander will be presenting an embodied performance of portions of his digital text: Techne: Queer Meditations on Writing the Self, is a book-length multimodal exploration of technologies, subjectivities, and affects. Blending phenomenology and auto-ethnography with queer theories, we delve into the multiple layerings of text, image, and technology as sites from which to perform/write/read ourselves in the digital age.


Next Steps

It was great to touch base with those of you who were free today. For those of you who couldn’t make it, we generated a list of possible topics to explore together, including:

  • how we have used technology in our classrooms – successes and failures and things we know now that we wish we knew then
  • the relationship between technology and learning
  • the relationship between technology and participation
  • disciplinary views/uses of technology – maybe a set of readings?
  • using technology to produce, measure and analyze data – both programs for and conceptual/theoretical implications of
  • how to teach students to use tech
  • navigating learning management systems for course construction
  • supporting each other through the GTC+ certificate process
  • strategies for collaboration  with peers and across institutions
  • Michigan resources for technology
  • analyzing platforms for pedagogical “fit”
  • learning about Letech for dissertation formatting
  • programs for archiving your graduate career
  • analog technologies and when they are he better choice
So! Lots of ideas!
Our next Meeting is at Ashley’s on February 25th, where we will plan for a teaching with tech show-and-tell on March 21st and sort out the logistics of Jonathan Alexander‘s visit. We have room to invite 3 graduate students to have dinner with him after his talk on March 10, so let us know if you are interested.

Welcome back!

Hope you all had a wonderful winter break and came back ready to think together about teaching and technology. We have a number of events planned and some readings to plan together, and we’d love your input! Join us at our Welcome Back Happy Hour at Ashley’s on Thursday, 2/11 at 4:15 or email us at to find out more.

Engaging Technologies Series, Part 3

We had three speakers participate in our Fall Colloquium: Engaging Technologies. Today’s post is Perry Samson’s talk, “Using Technology to Level the Playing Field in Large Lecture Courses.”

In this twenty-minute talk, Professor Perry Samson describes the use of Echo360 as a platform that provides opportunities for reluctant students to participate in large lecture courses.

You can find out more about Echo360 here: Echo360.

Engaging Technologies Series, Part 2

]We had three speakers participate in our Fall Colloquium: Engaging Technologies. Today’s post is Bill Hart-Davidson’s talk, “Creating and Sustaining Peer Learning Technologies: The Case of Eli Review.”

In this twenty-minute talk, Professor Bill Hart-Davidson describes the origin and development of Eli Review and its focus on leveraging technology to support (and make visible!) peer scaffolding in developing writing skills.

You can find out more about Eli Review here: Eli Review.

Engaging Technologies Series, Part 1

We had three speakers participate in our Fall Colloquium: Engaging Technologies. Today’s post is Crystal VanKooten’s talk, “Activism Goes Online: Writing with Facebook, Twitter, and ‘Insta’ for Community Engagement.”

In this twenty-minute talk, Professor Crystal VanKooten describes a Digital Activism Project that she designed and implemented with her upper-level writing students at Oakland University. She reflects on the success of the project, the literacies, rhetorical strategies, and project management aspects involved, and the collaborative nature of both constructing this kind of pedagogy and implementing it. If you are considering a digitally-supported community engagement project, this is a great primer. You can find her syllabus for the course here: Digital Culture: Identity and Community