Statement of Teaching

Jessica L. Shumake

In 1977 the United States Postal Service printed a one-cent stamp that read: “The ability to write. A root
of democracy.” I am a rhetoric and composition teacher and scholar because writing and speaking are at
the heart of civic life and I aim to support students’ capacities to engage as leaders in their local
communities. Teaching is my calling and through teaching I live my belief that the ability to write and
think critically can initiate progressive social change. Whether it is through a petition, a proposal letter, a
podcast script, a manifesto, a storyboard, or an op-ed piece, writing can contribute to reform and change.
For example, two students from my Writing and Rhetoric class crafted a collectively composed open
letter to the University of Notre Dame president to request that the university recognize Martin Luther
King Jr. Day as a holiday. They were successful. Though it is rare to see our advocacy work bear fruit,
even our failures to bring about the change we seek contain the seeds of future success.

Central to my professional identity is my participation in communities of teachers and learners to share

the recognized best practices in writing pedagogy. Even though I am a resource to others, I am always a
learner first who seeks knowledge with an open mind to make it clear I am not the only nor the best
authority on a given topic. Whether inside or outside of the classroom, I believe that people learn best
when they are involved in a central way. To this end, I prioritize in-class writing and student-led
discussion over lecturing so that everyone can share, listen, and collaborate to foster a reflexive, creative,
and dynamic environment. In the University of Notre Dame Writing Program, I recently facilitated a
conversation series on scaffolding research tasks for students. Whether leading pedagogical
conversations, mentoring fellow teachers, or teaching in the classroom, I value all participants’
contributions and accept all viewpoints and questions by turning them into a learning experience for
everyone.

Scaffolded learning activities are central to my assessment of student writing. Instead of assuming that
students all begin with the same background in writing, I help students learn specific writing tasks and
research skills during the semester and I only assess what I teach explicitly. This approach addresses the
inherent asymmetries or gaps in knowledge based on students’ high school education or background.
When my students submit a major writing project for assessment, I ask them to answer open-ended
reflection questions about their learning process and goals for the assignment. What students articulate in
their reflection factors into their grade so that I can assess their writing holistically based on their growth
and improvement.

Despite receiving consistently high scores for my teaching, I believe that successful pedagogy
necessitates ongoing reflection and revision to stimulate student interest. I ask students in my writing
classes for feedback on how they are doing to adapt and adjust my teaching to make the work we do
together more relevant and meaningful. In my vocation, as a compositionist, I have been called to build
student-centered, socially just, and democratic learning environments. In tandem with the philosophies
and practices discussed above, I also laugh with my students as heartily and as much as possible because I
believe we must do the work we are called to do with joy.