Throughout my doctoral studies at the University of Memphis, I have been dedicated to advancing scholarship, pedagogy, and service in rhetoric and communication. My research explores how Latiné leaders craft counter-narratives to challenge dominant discourses and advocate for systemic change. In the classroom, I prioritize experiential learning, equipping students with public speaking skills that serve as tools for both professional success and civic engagement. Beyond teaching, my service extends across interdisciplinary collaborations, curriculum development, and academic mentorship, working to make communication education more accessible and impactful across disciplines.
My work is grounded in the belief that rhetoric is both a means of resistance and a tool for empowerment. For me, rhetoric is not just about persuasion—it is about visibility, representation, and the ability to enact change through language and storytelling. The Osborn Fellowship would provide the support necessary to continue this work, allowing me to expand my research on border rhetoric, enhance pedagogical strategies that foster student success, and advance initiatives that equip students across disciplines with essential communication skills.
Research as a Means of Agency and Advocacy
Growing up in the Rio Grande Valley (RGV), I became acutely aware of how rhetoric defines lived experiences. The dominant media and political discourse often frame my home region as a site of crisis—characterized by instability, immigration tensions, and economic hardship—rather than as a community of resilience, agency, and cultural strength. This disconnect, and the real-world consequences that stem from it, inform my research on how Latiné leaders use rhetoric to resist misrepresentation, reclaim agency, and advocate for systemic change.
My forthcoming publication, “Prophetic Resistance at the U.S.-Mexico Border: Sr. Norma Pimentel’s Campaign Against Anti-Immigrant Media Narratives,” set to appear in the Journal of Communication and Religion, examines how Sr. Pimentel constructs a faith-based advocacy framework that challenges fear-driven narratives and rehumanizes immigrant communities. This study contributes to border rhetoric, Latiné studies, and activist discourse, highlighting narratives as mechanisms for advocacy and policy influence.
Beyond its theoretical contributions, my research has practical applications for educators, policymakers, and advocacy organizations seeking to combat exclusionary narratives. Through ideological criticism and feminist rhetorical analysis, I examine how Latiné leaders strategically deploy rhetoric to challenge power structures, reinforcing rhetoric’s role as a catalyst for social change.
Pedagogical Innovation: Public Speaking as Empowerment
My approach to instruction is guided by a commitment to ensuring students see public speaking not as a required course, but as a life skill with professional, civic, and personal significance.
As an instructor for COMM 2381: Oral Communication, I integrate applied learning techniques that help students build confidence, develop adaptability, and enhance rhetorical strategies. Recognizing that many students approach public speaking with apprehension, I employ structured pedagogical methods—including iterative feedback and interdisciplinary case studies—to create a supportive yet rigorous learning environment.
A key component of my instructional innovation is the Student Philosophy Speech, an assignment designed to help students articulate their academic and professional aspirations while understanding communication as a tool for leadership. By integrating reflection with rhetorical analysis, this exercise allows students to develop public speaking competencies while gaining deeper insight into their own personal and professional goals.
Beyond the classroom, I am collaborating with AD Alston to co-author a public speaking training manual, set to be published in-house at the University of Memphis. This manual will provide structured guidance on outlining, storytelling, and delivery techniques, ensuring that students across disciplines can strengthen their public speaking skills. By equipping students outside of communication studies with essential rhetorical training, this project advances my broader goal of expanding access to communication education across the university.
Additionally, my pedagogical contributions extend to curriculum development and faculty collaboration. I have played a key role in designing communication training modules for the Center for Writing and Communication (CWC) and created quizzes for the 15th edition of Understanding Human Communication. Through conference presentations and ongoing research in communication pedagogy, I continue to develop innovative instructional methods that support diverse learners.
Service and Institutional Impact
Service is an integral part of my academic identity, extending my commitment to mentorship, interdisciplinary collaboration, and institutional growth. One of my most impactful initiatives has been designing and leading public speaking workshops in collaboration with the Crews Center for Entrepreneurship and the CWC. These workshops prepare students for Tiger Tank, a competitive pitch event where they present business ideas to industry professionals. By bridging academic learning with professional development, these workshops ensure that students can apply rhetorical strategies in high-stakes, real-world contexts.
Additionally, as a desk lead and consultant at the CWC, I have been instrumental in developing training resources for multilingual students, including ESL Canvas Quizzes and Praxis Tips for Working with ESL Students. Building on this work, I am currently developing a specialized public speaking training program for multilingual students in collaboration with the Crews Center for Entrepreneurship and the CWC. This initiative is designed to build confidence in high-stakes speaking situations. By tailoring instruction to the unique challenges multilingual students face, this program ensures that all students have equitable access to communication education and professional development opportunities.
Beyond departmental initiatives, I am leading the establishment of the Memphis chapter of the Rhetoric Society of America, which will create a space for graduate students and faculty to engage in interdisciplinary collaboration, mentorship, and research. This initiative reflects my dedication to building academic networks that foster innovation, dialogue, and engagement.