Director of the Norman H. Ott Memorial Writing Center
Director of the Course-Embedded Tutor (CET) Program
When I was a sophomore in college, my sociology professor handed back a paper to me saying, with a smile and a shake of his head, "You write like an English major." I was both confused and intrigued by that backhanded compliment, and much of my subsequent research has been devoted to understanding how students learn to distinguish and write for various disciplines and what teachers can do to facilitate that learning. I've grown especially interested in the question of "transfer"--how writers connect what they know and who they are in one context with what they know and who they are in another context. I recently completed a book (Agents of Integration) on this subject and am beginning to examine the powerful role that peer writing tutors can play in helping writers to integrate their knowledge across contexts.
My research interests in the teaching and learning of writing energize the writing intensive classes I teach here at Marquette — including undergraduate courses on peer tutoring, advanced composition, writing for the professions, and "the Jury Project," as well as a graduate course in rhetorical theory for new teaching assistants. In addition, I enjoy teaching classes on drama in general and the musical in particular.
- Rhetoric and Composition
- Monday 12:00-1:30
- Wednesday 1:00-2:30
- 4230/101 MWF 11:00-11:50 Cudahy Hall 143
- Writing Center Theory, Practice and Research
- 4230/601 F 12:00-12:50 Cudahy Hall 143 (Discussion)
- Writing Center Theory, Practice and Research
- Transfer of writing-related knowledge
- Writing center research and administration
- Interdisciplinary Curricula and Writing
- Writing Across the Curriculum Programs
- "Assessing the Affective." In The Future Scholar: Researching and Teaching the Frameworks for Writing and Information Literacy. Eds. Randall McClure and James P. Purdy. Information Today, Inc. (2016): 251-272. Co-authored with Heather James.
- “Going Global, Getting Digital: Case Studies in Contemporary Jesuit Rhetoric Education.” Cinthia Gannett and John Brereton (eds.), Traditions of Eloquence: The Jesuits and Rhetorical Studies. (2016). Fordham University Press. Co-authored with Jenn Fishman.
- "Mass Literacy and Writing Centers: Deborah Brandt’s The Rise of Writing” (book review). Writing Center Journal 35.2, Spring/Summer 2016. Co-authored with Brad Hughes and Julie Christoph.
- “Transfer and Translingualism.” College English, Vol 78.3 (2016): 258-64. Co-authored with Rebecca Lorimer Leonard.
- "Everyday Genres,” (book review). Composition Forum, 31. Spring 2015.
- “Threshold Concepts in Writing Center Work.” Linda Adler-Kassner and Elizabeth Wardle (eds.), Naming What We Know. (2015). Utah State University Press. Co-authored with Brad Hughes.
- Literacy, Economy, Power: Writing and Research After Literacy in American Lives. Co-edited with John Duffy, Julie Nelson Christoph, Eli Goldblatt, Nelson Graff and Bryan Trabold. Carbondale, IL: Southern Illinois University Press, 2014.
- Agents of Integration: Understanding Transfer as a Rhetorical Act. Southern Illinois University Press, 2011.
- “Reflection in Action: A Signature Ignatian Pedagogy for the 21st-Century” in Nancy Chick, Aeron Haynie, and Regan Gurung (eds.) Exploring More Signature Pedagogies. Stylus Press.Co-authored with Susan Mountin.
- Citizenship Across the Curriculum. (2010) Bloomington: Indiana University Press. Co-edited with Michael B. Smith, Rebecca S. Nowacek, and Jeffrey L. Bernstein.
- “Three Models of Mentorship: Feminist Leadership and the Graduate Student WPA,” Krista Ratcliffe and Rebecca Rickley (eds.), Performing Feminism and Administration in Rhetoric and Composition Studies. Hampton Press (2010). Co-authored with Julie Christoph, Mary Lou Odom, and Bonnie Smith.
- “Why Is Being Interdisciplinary So Very Hard to Do? Thoughts on the Perils and Promise of Interdisciplinary Pedagogy.” College Composition and Communication. 60.3 (February 2009): 493-516.
- “Toward a Theory of Interdisciplinary Connections: A Classroom Study of Talk and Text,” Research in the Teaching of English. 41.4 (May 2007): 368-401.
- “A Discourse-Based Theory of Interdisciplinary Connections.” JGE: The Journal of General Education. 54.3 (2005): 171-195.
- “Negotiating Individual Religious Identity and Institutional Religious Culture." Negotiating Religious Faith in the Composition Classroom. Ed. Elizabeth Vander Lei and Bonnie L. Kyburz. Boynton/Cook (2005):155-166.
- “Making Space for Collaboration: Physical Context and Role Taking in Two Singing and Songwriting Groups.” Writing Groups Inside and Outside the Classroom. Eds. Beverly J. Moss, Nels P. Highberg, & Melissa Nicolas. Mahwah: Lawrence Erlbaum Associates, 2004: 169-186. Co-authored with Kenna Del Sol.
- Outstanding Article Award, International Writing Centers Association. For “Threshold Concepts in Writing Center Work: Scaffolding the Development of Tutor Expertise.” In Naming What We Know. Eds. Linda Adler-Kassner and Elizabeth Wardle. Utah State University Press (2015): 171-185. Co-authored with Brad Hughes.
- Robert and Mary Gettel Faculty Award for Teaching Excellence, Recipient, 2012
Klingler College of Arts and Sciences Excellence in Faculty Advising, Recipient, 2011
Excellence in Advising Award, Nominee 2008
Faculty STAR 2009
- Faculty Excellence in Advising Award, Nominee, 2006
- CASTL Scholar, Carnegie Foundation for the Advancement of Teaching, 2005
- Manresa Writing/Research Award, 2005
- Faculty STAR Award, Residence Hall Honor Society, 2003
- Marquette University Manresa Program Course Development Grant, 2002
Marquette University, Summer Faculty Fellowship and Research Funds, 2002