Teaching
Currently teaching at Westminster College in Fulton, Missouri, Jeremy Michael Reed teaches a variety of courses across his research interests:
Reed brings his dual-background as a creative writer and literary scholar to every class he teaches, whether in creative writing, literature, or general education courses. In all of his classes, students are asked to read from diverse perspectives in multiple genres and to write with a wide array of techniques in multiple forms. At the end of their time together, students should be prepared to continue reading, writing, inquiring further, drafting, revising, and revising again within and beyond the classroom. To do that, each class is an exercise in large group, small group, and individual practice in reading, writing, discussing, editing, and other forms of communication.
Like all writers, each student brings their own prior knowledges and experiences into the writing experience and the classroom with them, creating a richly complex mixture of approaches to communicating from which the class as a whole can learn, and improving one's writing, reading, editing, and other communication skills is every writer's goal, whether a student, scholar, novelist, essayist, poet, or professor. Reed's work embedding this understanding into his courses has been recognized with a graduate student teaching award from the University of Montana and two Outstanding Junior Faculty Awards from Westminster College.
If you'd like a bit more insight into Reed's teaching style, please click on any of the images below to read an interview with him, an article written by a student about his approach to teaching during the first semester of the pandemic, and a pedagogy paper on how he introduces received poetry forms to undergraduate students through Terrance Hayes' invention of the Golden Shovel.
- Introduction to creative writing (poetry, fiction, nonfiction, and drama)
- Upper-level creative writing workshops in poetry, fiction, and nonfiction
- Editing & publishing
- Early American literature surveys
- 20th C. & contemporary American literature surveys
- Native American literatures
- Academic writing, a First Year Seminar on graphic memoir, overseeing honors theses, & more
Reed brings his dual-background as a creative writer and literary scholar to every class he teaches, whether in creative writing, literature, or general education courses. In all of his classes, students are asked to read from diverse perspectives in multiple genres and to write with a wide array of techniques in multiple forms. At the end of their time together, students should be prepared to continue reading, writing, inquiring further, drafting, revising, and revising again within and beyond the classroom. To do that, each class is an exercise in large group, small group, and individual practice in reading, writing, discussing, editing, and other forms of communication.
Like all writers, each student brings their own prior knowledges and experiences into the writing experience and the classroom with them, creating a richly complex mixture of approaches to communicating from which the class as a whole can learn, and improving one's writing, reading, editing, and other communication skills is every writer's goal, whether a student, scholar, novelist, essayist, poet, or professor. Reed's work embedding this understanding into his courses has been recognized with a graduate student teaching award from the University of Montana and two Outstanding Junior Faculty Awards from Westminster College.
If you'd like a bit more insight into Reed's teaching style, please click on any of the images below to read an interview with him, an article written by a student about his approach to teaching during the first semester of the pandemic, and a pedagogy paper on how he introduces received poetry forms to undergraduate students through Terrance Hayes' invention of the Golden Shovel.