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I've seen some of the arguments that we don't need feminism anymore that have been shared via #IDontNeedFeminism  and #WomenAgainstFeminism on Twitter. They aren't very good arguments, as most of you can imagine, and usually play more into the rhetoric of feminism than the actual body of theory and work that is feminism. It convinced me that I need to be more vocal about the experiences that shape my life as a young white female in academia. My experiences may not reflect all experiences, but I can bet that many women have found themselves in my shoes. Here are just two experiences--there are many more I could have shared-- that tell me why we still need feminism and have nothing to do with "man-hating." Today... I am writing consultant. I like to do online sessions. WCOnline has this great program that enables you to chat with a user in order to help them better their writing. The program allows each user to see what the other user is writing as they type, so it...

image from pixbay.com I have this awesome colleague who I admittedly disagree with often. This is one of the things I enjoy most about our conversations, though. I always leave feeling smarter. Either he has taught me something about the other perspective that I had not considered before, or I am able to better articulate my own stance on something for myself. Most recently, the latter happened in regards to First Year Writing (FYW or First-Year Composition/FYC). My colleague definitely falls into the First-Year Writing abolitionist group. He believes it's useless. After all, outside of the FYW classroom, where would students ever need to write essays like that again? At the university where we work, the FYW course also has a social reform focus, which can sometimes wind up confusing students-- they feel forced to choice a side that they might not buy into based on what they think their teacher feels about the issue. It seemed to me that my colleague had a singular vision of FYW an...

More from IWAC 2014 today! What a wonderful conference! This time I'm going spend some time considering the presentation by Anne Ellen Geller, Michele Eodice, and Neal Lerner about the Meaningful Writing Project , a massive grounded theory study that questions what makes writing assignments meaningful to students and how faculty that have composed these meaningful writing assignments think about writing and writing pedagogy. This particular presentation was focused on the latter. Disclaimer: I have a very positive bias towards the panel I'm going to write about in this post. I strongly believe in the importance of student-centered research when it comes to describing student learning experiences. I love to hear the voices of writers and educators; narratives are exciting. I also admire an approach that works from a strength-based concept of student learning experiences rather than a deficit one. And of course, Anne Ellen Geller is my dissertation chair, and one of the most kick...

As promised, I'm diving into some of the things that the 2014 IWAC (International Writing Across the Curriculum) Conference presentations prompted me to consider. Today, I'm going to talk more about the wonderful talk given by Melody Pugh , Naomi Silver, and Anne Ruggles Gere called "Interrogating Disciplinarity in WAC/WID: An Institutional Ethnography." The scholars framed the discussion around what began an institutional review of the Upper Level Writing Requirement (ULWR) at their university, which lead to interviews with faculties and students about their expectations and experiences with these ULWR. What they found was a real struggle with defining disciplines/disciplinarity and whether their concepts of "writing in the discipline" would actually serve students. Many students and professors expressed a desire to explore more genres, but felt that was outside the bounds of " writing in the discipline ," which largely seemed to boil down to wr...

I just returned from the 2014 IWAC (International Writing Across the Curriculum) Conference at the University of Minnesota, and I have to say it was one of my best conference experiences yet. The presentations were engaging, the people were open and friendly, and Minneapolis was a great city. During my brief two days there, I managed to sit in on 5 panels, one in which I presented, a keynote, and an incredible plenary session. In truth, it made me a little sad that I'm not a WAC WPA because I would have loved the opportunity to implement some of the ideas that were discussed at the universities where I am involved in writing pedagogy. The Panels Here is a brief overview of the titles of the panels that I attended: Role Reversal: When Students Teach Faculty in WAC Programs - Deanna Daniels & Brandy Grabow, Kate Ronald & Lucy Manley, and Greg Skutches Writing Beyond the Curriculum - Nicole Papaioannou, Dan Reis & Caroline Klidonas, and KaaVonia Hinton & Yonghee S...

Yesterday, I had the distinct pleasure of visiting 7 high school senior English classes with three of my colleagues from the writing center. Our mission was to introduce high school students to the world of college writing before they got there. It was a great day, and I really enjoyed getting to learn what high school students thought about college writing. While we prepared a great handout that talked about being context-appropriate, making arguments, and campus resources, etc., we wound up turning our original formal lecture with some discussion plan into a Q & A session. Our icebreaker was to have each student write a question or something they'd heard about college writing down and put it in a basket. Then we would read a few anonymously and discuss in conjunction with our planned lecture/handout. This wound up being the heart of each presentation, which tackled most of the stuff we had written down for them anyway. I thought it was really a great moment. We saw how much h...

That Don't Actually Have to Do with My Research Question I've been working on my dissertation for two full academic years (plus one long summer), and if you've read my earlier posts, you know it hasn't been all rainbows and butterflies. Now that the struggle of the recruitment process has eased up a bit, though, I'm able to finally enjoy my research. So far, I've held four full sets of interviews and five half-sets with undergraduates and recent graduates. I feel incredibly lucky to have had such great participants who were willing to share so much of their lives, identities, and experiences with me. What I'm learning, beyond the stuff that I'm supposed to be learning about my research question, is also pretty awesome and exciting for me. 1.  Undergraduates are incredibly articulate.   This is the one that really stood out to me. I spend a lot of time with undergraduates, and I hear them talk about their ideas, but it's usually when they're strug...