Flagship Project: Hybrid Peer Tutor Training
I designed this two-part training program for onboarding new staff and providing continuing education for returning peer tutors.
In part one, new tutors complete a series of modules that introduce them to our Center's policies and key practices. This course was designed with Articulate Storyline.
In part two, all staff participate in a series of discussion groups designed to support their professional development.
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Workshop and Instructional Materials
When I was hired as Director of the Tutoring and Writing Center at Rollins College, I was asked to reimagine and rebuild the College's learning support services. To work toward this goal, I undertook a year-long branding initiative during which I wrote our mission and values statement, created our social media presence, and designed a logo and marketing materials. I also executed a comprehensive website redesign for our department using Cascade CMS. Below is a small sampling of branded materials that I have created and disseminated as part of this initiative.
Writing about Monsters (ENGW 140 - Rollins College)
Peer Educator Training (TWC 106 - Rollins College)
Intensive Peer Educator Training (TWC 111 - Rollins College)
Scientific and Technical Writing (ENGL 303 - University of Louisville)
Business Writing (ENGL 306 - University of Louisville)
Intermediate College Writing (ENGL 102 - University of Louisville)
Introduction to College Writing (ENGL 101 - University of Louisville)
"Learning and Laboring: Student-Workers’ Networked Experiences of Literacy, Agency, and Mobility in the Neoliberal University." https://ir.library.louisville.edu/etd/3217/
Rhetoric and composition has a well-established tradition of considering the connections between literacy education and the discourses and structures of political-economic institutions. This dissertation builds from this work and foregrounds the experiences of student-workers in the UPS Metropolitan College program through a qualitative study that is informed by institutional ethnography (Smith, 1987, 1999, 2002, 2005, 2006). Institutional ethnography examines institutional texts and text-mediated discourses as coordinators of individual action. Therefore, I draw on primary data gathered from individual interviews with nine student-workers and one Metropolitan College administrator as well as supplemental data gathered from a survey administered to composition instructors, two instructor focus groups, and a range of institutional documents to argue that labor and education are networked practices for these students that are coordinated by powerful, interacting institutions. I implement theories related to mobility, agency, and neoliberal ideology in order to show that as these students navigate the work-school network, their identities, literacy practices, and senses of agency are shaped according to neoliberal values.
“Genre Theory.” Theories and Methods of Writing Center Studies: A Practical Guide, edited by Jo Mackiewicz and Rebecca Babcock. Routledge, 2019.
“Accessibility and Accommodations in the Writing Center.” University Writing Center, University of Louisville. 17 Jan 2017.
“Beyond Generalist vs. Specialist: Making Connections between Genre Theory and Writing Center Pedagogy.” Praxis: A Writing Center Journal 11.2 (2014): n.p., http://www.praxisuwc.com/gordon-112
“Same Goals, New Role: Using Network Mapping to Pursue PAR Projects in a New Institutional Context.” International Writing Centers Association Conference, Columbus, OH, October 2019.
Workshop: “Artisanal Design: Exploring the Craft of Research Methods.” with Steve Price, Elizabeth Boquet, Brenda Brueggemann, Noah Bukowski, Steven J. Corbett, R. Mark Hall, Heather N. Hill, Neal Lerner, Michelle Miley, Randall W. Monty, Michael Rifenburg, and Lori Salem. International Writing Centers Association Conference, Columbus, OH, October 2019.
“Student-Workers’ Lived Realities and Performances of Mobile Identities.” Conference on College Composition and Communication, Pittsburgh, PA, March 2019.
“Theories and Methods of Writing Center Studies: A Roundtable Discussion.” with Jo Mackiewicz, John Nordlof, Heather Hill, Beth Boquet, Terese Thonus, and Steve Price. IWCA Collaborative, CCCC, Pittsburgh, PA, March 2019.
“Learning and Earning in the Neoliberal University: Making Composition Pedagogy Matter for Student-Workers’ Networked Experiences.” Thomas R. Watson Conference, University of Louisville, October 2018.
“Writing Center Pedagogy, Affective Labor, and Fostering Engaged Centership.” The International Writing Centers Association Conference, Atlanta, GA, October 2018.
“Designing Pedagogies for Critical Engagement.” National Women’s Studies Association, Baltimore, MD, November 2017.
“The Genre-Bounding of Transmedia Storytelling: Considering the Implications of the Transmediation Practices of Popular Film Genres.” Popular Culture Association/American Culture Association National Conference, San Diego, CA, April 2017.
“On Multimobile, Multimodal Composing.” with Dànielle DeVoss, Laura Sceniak Matravers, Ashanka Kumari, and Michael Baumann. Thomas R. Watson Conference, University of Louisville, October 2016.
“Spreadable, Student-Centered, and Reflective Framework for Circulation.” Conference on College Composition and Communication, Houston, TX April 2016.
Reviewed: Sweeney, Meghan A. “M.10: Framing Circulation for Action: Frameworks for Enabling Action via Circulation Studies.” CCCC 2016 Reviews, Kairos. 21.2 (2017): 92-96. https://goo.gl/Gbv5Eq
“Women’s Viral Production: Considering Circulation as Meaning-Making.” Feminisms and Rhetorics Conference, Arizona State University, October 2015.
“The Economy of New Media Writing: Production, Consumption, and Circulation in the Composition Classroom.” Thomas R. Watson Conference, University of Louisville, October 2014.