My most recent work deals with the ways in which we can use museums to enhance experiential learning at the college level. Specifically, I am looking to empower students as individuals who can advocate for change. Students are trained to look for issues in diversity, inclusion, and accessibility. My research involves methods for incorporating this type of learning into the classroom and investigating methods for improving dialogue, creating real-world assignments, and networking with local professionals as a means for improving the authenticity and relevance of classroom education.
My dissertation draws upon archival research and contributes to the growing body of scholarship that analyzes the rhetoric of material culture—nineteenth-century portraits, theatrical postcards, souvenir books, programs, and annotations in play scripts—along with more traditional rhetorical expressions, such as fine art, autobiographies, drama reviews, and novels that feature fictional performers. I have also used this interdisciplinary approach to interrogate issues of multi-modal argument in my published work (see links above).