I am a college writing professor, a writer, researcher, and instructional designer. I currently teach at Santa Clara University. I am co-editor of the upcoming book Dynamic Activities for First-Year Composition, which is expected to be published by the National Council of Teachers of English (NCTE) in the next academic year. With 12 years of experience teaching in higher education, teaching means the world to me! Treating my students with compassion and empathy, especially in a (post?)-COVID-era is important for my students, and life-giving for me.
I’m an engaging teacher and communicator. My students leave my class with an entirely new relationship with writing. In recent formal evaluations, students described my class in this way:
“[Professor Coad] engages everyone, which is hard to do.”
I am an active and engaging teacher with creative lessons that inspire students to reframe their (often negative) ideas about writing and critical thinking. In my classroom, I also focus on 21st-century literacies and educational approaches, including using digital and multimodal projects to teach audience awareness, for instance.
I’ve built this unique approach to teaching college English classes during the past decade of teaching experience. In that time, I have taught at community colleges, the state schools, small liberal arts colleges, and research institutions.
I’m a creative & thoughtful collaborator. I deeply value collaboration and connection. During my doctoral studies, I was known by my peers as an excellent networker. In my current teaching position, I am a deeply engaged faculty member, participating in the Student Equity and Success Council and other initiatives on campus. I also have experience coordinating social media accounts and editing and developing online content for the Sweetland Digital Rhetoric Collaborative.
I have expertise in Writing Studies and educational research. In 2019, I earned a PhD from UC Davis in education with an emphasis in Writing, Rhetoric, and Composition Studies. My dissertation examined social media’s role in instructors’ college writing classrooms. I demonstrated through systematic quantitative research that social media is not a haphazard add-on to teaching writing in college classrooms, but that it can change the way teachers and students understand and experience writing.
Please reach out! If you have any ideas about how you and I could collaborate, please shoot me an email (davidtcoad at gmail dot com) or a tweet (@dcoad). I’d love to hear from you!