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I am Assistant Professor of English focusing on high school to college writing transitions, school-based writing opportunities, and teacher development, with a particular focus on identity development, pedagogy, and belonging. My current project traces the complex negotiations of identities three students experience as they write across the high school to college transition in the southwest U.S. I have also collaborated on research analyzing Texas state writing exams and exploring advisory boards in community literacy partnerships. My work has appeared in peer-reviewed journals such as the Journal of Literacy Research, the Journal of Writing Assessment, and Writing Program Administration, as well as in multiple edited collections.

I teach undergraduate and graduate courses in English education and writing studies. My student-centered pedagogy provides opportunities for experiential learning and writing-based practice, particularly in my Community Engagement & Leadership (CEL)-designated courses that include a high school partnership with El Paso’s Young Women’s STEAM Research & Preparatory Academy.

Tardy, Christine M., Rachel Hall Buck, Brad Jacobson, Rachel LaMance, Madelyn Pawlowski, Jennifer R. Slinkard, and Stefan Vogel. “‘It’s Complicated and Nuanced’: Teaching Genre Awareness in English for General Academic Purposes.” Journal of English for Academic Purposes, vol. 57, 2022. (*Winner of the 2022 Ken Hyland Best Paper Award*)

"Neoliberal Logics: An Analysis of Texas's STAAR Exam Writing Prompts." Journal of Literacy Research, vol. 54, no. 1, 2022, pp. 5–27. (with Amy Bach)

"Teaching and Learning in an 'Audit Culture': A Critical Genre Analysis of Common Core Implementation." Journal of Writing Assessment, vol. 8, no. 1, 2015.