Dr Danielle M. Williams
- Position: Lecturer in Enhancing Employability
- Areas of expertise: Professional & Technical Writing; Multimodal Composition; Community-based Writing; Creative Nonfiction; Scholarship of Teaching & Learning
- Email: D.Williams2@leeds.ac.uk
- Location: 8.2.14 Cavendish Road
- Website: Twitter | LinkedIn | ORCID
I joined the University of Leeds in 2022 as Lecturer in Enhancing Employability and Deputy Director of Student Education (DDSE). As DDSE, I am the Lead for Academic Personal Tutoring, Employment, and Placements. I also oversee the Writing Mentor scheme. I earned my PhD from Baylor University, where I taught for seven years and held various teaching and leadership roles, including the Director of First-Year Writing in the Department of English and the Director of the Core Curriculum in the College of Arts and Sciences’ Dean’s Office.
- Deputy Director of Student Education
- Employability and Placement Lead
- Academic Personal Tutoring Lead
My research examines digital literacies and community engagement, and I am particularly interested in the ways that multimodal texts composed for and with communities can prepare students for professional and workplace contexts. This research enables me to build reciprocal partnerships with local organisations as well as to advocate for curriculum design that foregrounds students’ needs in a rapidly evolving communication landscape. I am also interested in pedagogical interventions that promote student wellbeing, happiness and trust.<h4>Research projects</h4> <p>Any research projects I'm currently working on will be listed below. Our list of all <a href="https://ahc.leeds.ac.uk/dir/research-projects">research projects</a> allows you to view and search the full list of projects in the faculty.</p>
- PhD in English, Baylor University
- BA in English, Azusa Pacific University
- International Society for the Advancement of Writing Research (ISAWR)
I teach on modules in literature, language and writing. My pedagogical goals are to connect course material to students’ professional aspirations through the practice of literary analysis, rhetorical analysis, metacognition and peer feedback.