Instructor Knapp has been working on redesigning courses with technology since 2010. With the goal of improving student outcomes in mind, she has utilized blogs, Google Docs, Sites, WIKIs and leveraged the full suite of tools available through open-source Learning Management Systems, such as Canvas. In 2012, after observing the power of Kahn Academy for teaching math via short, sequenced, video instruction modules, her passion for “flipped” educational design inspired her to redesign writing courses following the Kahn Academy model. Knapp has received numerous awards, including awards from the California State University Chancellor’s Office, San Jose State Provost’s office and Martin Luther King Jr. Library, for her innovative course redesigns with technology and the flipped-hybrid model.
Prior to becoming an educator Knapp spent more than a decade working as a professional writer. Throughout the 90s she worked as journalist and correspondent, publishing regularly in national and regional magazines. From 1999 to 2012, Knapp worked as a professional writer for corporations, producing hundreds of documents for clients across a variety of sectors, including engineering, construction and hospitality. High-level productivity—often working directly for CEOs— required an on-demand set of writing strategies— an essential tool bag for efficiently creating successful texts.
This tool kit inspired Knapp to return to education: “I wanted to teach students everything that I wished my writing instructors had taught me.” With this goal in mind, she accepted her first teaching assignment as a high school Language Arts and AP Literature teacher. In 2011, after obtaining a Master of Fine Arts in Writing and Post-Secondary Teaching Certificate, she worked full-time in Bay Area community college English and Reading Departments, including Cabrillo, West Valley and San Jose City College. She currently teaches Technical Writing and is the Writing Program Co-Coordinator for the College of Engineering at San Jose State University.
A passion for student success coupled with a deep understanding of the challenges educators face in cultivating that success drives her commitment to better supporting both faculty and students with 21st century pedagogical models.