Feminist Connections: Rhetoric and Activism across Time, Space, and Place. University of Alabama Press. 2020.
Contributors to this volume highlight continuities in feminist rhetorical practices that are often invisible to scholars, obscured by time, new media, and wildly different cultural, political, and social contexts. Thus, this collection takes a nonchronological approach to the study of feminist rhetoric, grouping chapters by rhetorical practice rather than time, content, or choice of media.
Current Research Projects
“Techno-Ecologies and Professional Development: Profiles from CCCC Certificate of Writing Excellence Awardees”
After being awarded a 2017-2018 CCCC Emergent Researcher Award, my co-researchers (Dr. Stacy Kastner and Dr. Alison Witte) and I visited 6 universities to gather data about how their award-winning writing programs and the institutions within which they are situated prepare and provide ongoing support for instructors in writing programs that teach digital writing. This work is part of a longer-term research project that began in 2012, which we have published and presented on in various places. Related publications that are in progress include:
- We are currently working with the WAC Clearinghouse to publish a digital resource that includes materials for WPAs and faculty teaching digital writing.
- We are currently writing a chapter titled “Looking beyond the Writing Program: Institutional Allies to Support Professional Development in the Teaching of Digital Writing” which will be included in the forthcoming edited collection Professionalizing Multimodal Composition.
Revising First-Year Seminars at Transylvania University
The focus of my 2021-2022 sabbatical will be to investigate the overlap between first-year seminar (FYS) programs/classes and first-year writing (FYW) programs, specifically focusing on evolving best practices for FYS and/or FYW in relation to small liberal arts colleges (SLACs) generally and Transylvania University (TU) specifically. This research seeks answers to big questions like How can we best design FYS curricula that meet our students where they are? and How can we design FYS curricula—and faculty development to support it—that prepares students for the challenges of being a critical 21st-century citizen who can meaningfully contribute to their college community and to other communities they are or will be part of? I will consider the history of FYS at TU alongside research into other schools’ classes/programs and while considering how TU might revise FYS and/or FYRS curricula based on my research findings and as a result of conversations I will hold with a working group of TU faculty.
Liberal Arts+Feminism Wikipedia Edit-a-thon
Along with Dr. Emily Goodman, I have co-facilitated the Liberal Arts+Feminism Wikipedia Edit-a-Thon at Transylvania University for the past four years. We have an article under review that discusses the pedagogical uses of such an event.
“DigitalWPA.com: A Forthcoming WAC Clearinghouse Resource for WPAs and Educators.” CCCC 2022 Digital Poster Presentation. 11 March 2022.
“Supporting Student Writers via Assignment Design and Revision-centered Feedback.” Faculty Development Workshop, Centre College. August 2021.
Panelist. “Through the Admin/Staff Looking-Glass: An Alternative View of Learners, Teachers, and Curricular Innovation.” Conference on College Composition and Communication (CCCC). Virtual Annual Convention. Apr. 2021.
Panelist. “Seeking Feminist Connections with Rhetorical Transversal Methodology.” Feminisms and Rhetorics Conference. James Madison University. Harrisonburg, VA. November 2019.
Selected Previous Publications
“Writing Teachers for Twenty-First Century Writers: A Gap in Graduate Education.” Co-authors Stacy Kastner and Alison Witte. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture. 15.1 (Jan. 2015): 45-57.
“Cyberfeminists at Play: Lessons on Literacy and Activism from a Girls’ Computer Camp.” Co-authors Kristine Blair, Katherine Fredlund, Em Hurford, Stacy Kastner, and Alison Witte. Feminist Teacher 22.1 (2011): 43-59.