Danielle Bond
Lecturer
- M.A. Technical and Professional Writing with a Certificate of Technical Writing and Digital Communications
Middle 蜜桃影像传媒有限公司网站 State University (2025) - M.A. English
Valdosta State University (2021) - B.A. English with a Certificate of Gender Studies
Kennesaw State University (2017) - A.A.S. Medical Laboratory Technology
Community College of the Air Force (1998)
Teaching Fields: First-Year Writing, World Literature, Medieval to Early Modern British Literature, Gender & Cultural Studies, American Studies
Danielle Bond’s teaching and research focus on bridging classroom learning with community engagement through multi-modal and experiential pedagogies. She designs courses that integrate creative projects, collaborative writing, and public-facing initiatives, encouraging students to see how their academic work contributes to larger social and cultural conversations. Grounded in care-based pedagogy, her work aims to make higher education more inclusive, relevant, and transformative for students from all backgrounds. She is particularly interested in how professional writing and applied humanities projects can equip students with transferable skills while promoting collaboration between universities and the communities they serve.
Her contributions to pedagogical research include co-authoring articles such as “Exploring College Students’ Perceptions of Care-Based Pedagogy,” published in the Journal of the Scholarship of Teaching and Learning, July 2025, and “Building Connections: Exploring Care-Based Pedagogy through Instructor Reflection,” accepted for publication in the Journal of the Scholarship of Teaching and Learning.
Danielle Bond’s teaching and research focus on bridging classroom learning with community engagement through multi-modal and experiential pedagogies. She designs courses that integrate creative projects, collaborative writing, and public-facing initiatives, encouraging students to see how their academic work contributes to larger social and cultural conversations. Grounded in care-based pedagogy, her work aims to make higher education more inclusive, relevant, and transformative for students from all backgrounds. She is particularly interested in how professional writing and applied humanities projects can equip students with transferable skills while promoting collaboration between universities and the communities they serve.
Her contributions to pedagogical research include co-authoring articles such as “Exploring College Students’ Perceptions of Care-Based Pedagogy,” published in the Journal of the Scholarship of Teaching and Learning, July 2025, and “Building Connections: Exploring Care-Based Pedagogy through Instructor Reflection,” accepted for publication in the Journal of the Scholarship of Teaching and Learning.