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Radford University is truly a family affair for me. I have been a professor here since 2011, but my relationship with RU started in 1997, when I began my journey of lifelong learning as a 26-year-old first-generation college student. I met my wife at RU; and, as of Fall 2025 when both my daughters will be enrolled here, our entire family will officially be Highlanders! My research and pedagogy are focused on helping students make connections between the work we do in class and the world as a whole. Too often, students see academic subjects existing only unto themselves. But there comes a point in education where students see that all subjects in school are actually subjects of life, and then they start making connections that are broad and deep. My goal every time I enter a classroom is to help students move toward making those connections.

Relevant Courses

Research Methods in Interdisciplinary Studies (IDST 250): This class continues to fascinate me, as its main purpose is to help IDSL students develop ways to market themselves to future employers. IDSL students have two areas of "concentration," and oftentimes those areas may lack an obvious connection. This course allows students to explore and develop those connections.

The Study of Adolescent Literature (ENGL 425/525): A favorite course of mine at Radford University, my goal for this course has always been based on the premise that it is more important to match books to students than to try and match students to books. If students are allowed to read what interests them, they will read.

Appalachian Folklore (ENGL 446): In this course, we explore the incredibly rich and diverse history of folklore in our region. No matter how many books I include in this course, students always come up with a few stories from "back home" that have yet to be included in a book!

Appalachian Literature (ENGL 447): In this course, we focus on the natural beauty and wonder of Appalachia and the incredible resilience of our people. The goal of this course is for students to see the many positives of Appalachia that are often overlooked by those that prefer to take a "deficit view" of the region.

Service Roles

Interdisciplinary Studies Program Director: In this role, I provide academic advising for students majoring in Interdisciplinary Studies, teach interdisciplinary courses and represent the program at various university events, in addition to serving on the college leadership committee.

Appalachian Studies Program Co-Director: In addition to teaching courses related to Appalachia, I also represent Radford University at the annual Appalachian Studies Conference and at various events in the community.

Graduate Thesis / Honors Capstone Advisor: As a faculty member in the Department of English and the Honors College, I direct master's graduate-level thesis projects as well as honors capstone projects.

Academic Advisor: Within the Department of English, when students reach junior standing at the university, they are assigned a faculty member in their content area. This allows faculty and staff to create a personalized educational experience related to the student's interests and career goals.

Selu Conservancy Steering Committee Member: Radford University's Selu Conservancy is a 380-acre property reserved for natural preservation, outdoor classrooms, conferences and recreation. As a member of the steering committee, we are responsible for the use and application of the Selu Conservancy guidelines; in particular, I am in charge of the farmhouse at Selu.

Faculty Grievance Committee Chair: This committee serves Radford University by advocating for faculty members relating to personal and/or professional issues. As Chair, I review cases submitted by faculty members and then determine if the issues fall within the scope of this committee.

Select Publications & Presentations

  • Williams, R.H. & Woods, D.R. (2018). Educating the Myth-Led: Critical Literacy Pedagogy in a Post-Truth World. In Goering, C.Z. and Thomas, P.L. (eds.), Critical Media Literacy and Fake News in Post Truth America. Sense Publishers.
  • Van Noy, R. & Woods, D. (Fall 2017). Not Man Against Nature But Enlivened By It: Hemingway, Fishing, and the Cramp of Ethics. Teaching Hemingway and the Natural World. Kent State UP.
  • Woods, D. and Williams, R. (2016). Assessment shouldn't be a pay-per-view activity: Offering classroom teachers authentic student-centered assessment activities. Deconstructing the Education-Industrial Complex in the Digital Age. IGI Global Publishing.
  • Woods, D., Barksdale, M.A., Triplett, C, & Potts, A. (2014). The Teacher in Me: Exploring Preservice Teacher Identity Through Self-Portraits. Journal for Multicultural Education, 8(2), 112-136.
  • Dredger, M., Woods, D., Beach, C., & Wilson, V. (2010). Engage Me: Using New Literacies to Create Third Space Classrooms that Engage Student Writers. Journal of Media Literacy in Education, 2(2), 85-101.

Education Experience

  • Ph.D. in Curriculum and Instruction / English Education, Virginia Tech
  • M.A.Ed. in Curriculum and Instruction, Virginia Tech
  • M.A. in English, Radford University
  • B.A. in English, Radford University

Other Interests

I spend as much time outdoors as I can. I love to run (I've run four 50Ks), bike, hike and kayak. If I'm not outdoors, I'm hanging out with my wonderful wife and our dogs. I know you aren't supposed to have favorites, but mine is definitely Hank, my beagle/basset mix.