Publications & Presentations
Faculty, staff, and students in the University Writing Program turn their work in teaching and support for writers into engaging, ongoing research projects. The UWP takes an inquiry approach to its work, reading current research on writing, on teaching, and on ethical practices in higher education to inform our daily practices, but we also use our daily work as a space to inspire additional research and inquiry. To that end, the UWP staff publish timely research and creative projects and present at local, regional, and inter/national conferences.
The following are some examples of recent publications and presentations by the faculty, staff, and students working in the University Writing Program.
Recent Awards for Research
Banks, William P., Matthew B. Cox, and Caroline Dadas. 2019. ReOrienting Writing Studies: Queer Methods, Queer Projects. Utah State University Press.
* Winner: CCCC Lavender Rhetorics Award for Excellence in Queer Scholarship. Book Category. 2020.*
Caswell, Nicole I., Grutsch McKinney, Jackie, and Jackson, Rebecca. 2016. Working Lives of New Writing Center Directors. Utah State University Press.
* Winner: International Writing Centers Association Best Book of the Year, 2017*
Sharer, Wendy, Morse, Tracy Ann, Eble, Michelle F., and Banks, William P. 2016. Reclaiming Accountability: Using the Work of Re/Accreditation and Large-Scale Assessment to Improve Writing Instruction and Writing Programs. Logan: Utah State UP. 2016.
*Winner: Council of Writing Program Administrators Best Book of the Year, 2018*
Caswell, N. “Write-On through Anti-Racist Pedagogy. Stand With OED: Pledge to Act Against Racism & Injustice Mini-Grants.” $1,000. Funded for AY 20-21.
Caswell, N. “Inclusive Intersectional Notions of Writing Assessment.” Faculty Reassignment Arts & Humanities Grant, $5,000, submitted Spring 2018. Funded for Spring 2019.
Banks, William P. et al. 2020. “Writing Program Administration: A Queer Symposium.” WPA Journal 43 (2): 11–43.
Caswell, Nicole I. 2020. “What’s Beneath the Demographics? Writing Center Usage and Inequality” Intersection: Association for the Assessment of Learning in Higher Education Journal.
Banks, William P., Matthew B. Cox, and Caroline Dadas, eds. 2019. Re/Orienting Writing Studies: Queer Methods, Queer Projects. Utah State University Press.
Banks, William P., and John Pruitt, eds. 2019. Curricular Innovations: LGBTQ Literature & the New English Studies. Peter Lang.
Eble, Michelle F., Tracy Ann Morse, Wendy Sharer, and William P. Banks. 2019. “Valuing Editorial Collaborations as Scholarship: A Survey of Tenure and Promotion Guidelines.” College English. 81 (4): 339–366.
West-Puckett, Stephanie and Nicole I. Caswell. 2019. “Assessment Killjoys: Queering the Return for a Writing Studies World-Making Methodology” in Caroline Dadas, Matthew Cox and William Banks (eds) Re/Orienting Writing Studies: Queer Methods, Queer Projects. Utah State University Press.
Banks, William P. 2018. “Beyond Modality: Rethinking Transmedia Composition through a Queer/Trans Digital Rhetoric.” In The Routledge Handbook of Digital Writing & Rhetoric. Eds. Jonathan Alexander and Jaqueline Rhodes. London: Routledge.
Banks, William P., and Pruitt, John. 2018. Approaches to Teaching LGBT Literature. Peter Lang Publishers.
Banks, William P., and Pruitt, John. 2018. “Approaching LGBTQ Literatures: Frameworks for Pedagogical Inquiry.” In Approaches to Teaching LGBT Literature. Eds. William P. Banks and John Pruitt. Peter Lang.
Banks, William P., et al. 2018. “The Braid of Writing Assessment, Social Justice, and the Advancement of Opportunity: Eighteen Assertions on Writing Assessment with Commentary.” In Writing Assessment, Social Justice, and the Advancement of Opportunity. Eds. Mya Poe, Asao B. Inoue, and Norbert Elliot. Colorado State University Press. 381 — 427.
Caswell, Nicole I. 2018. “Affective Tensions in Response.” Journal of Response to Writing.
Caswell, Nicole I., and Banks, William P. 2018. “Queering Assessment: Fairness, Affect, and the Impact on LGBTQ Writers.” In Writing Assessment, Social Justice, and the Advancement of Opportunity. Eds. Mya Poe, Asao Inoue, Norbert Elliot. Colorado State University Press. 355-379.
Jackson, Rebecca, Grutsch-McKinney, Jackie, and Caswell, Nicole I. 2018. “Metaphors We Work By: New Writing Center Directors’ Labor and Identities.” In WPAs in Transition: Navigating Educational Leadership Positions. Eds. Courtney Adams Wooten, Jacob Babb, and Brian Ray. Utah State University Press.
Tyndall, Deby, Kerri Flinchbaugh, Nicole I. Caswell, and Elaine Scott. 2018. “Threshold Concepts in Doctoral Education: A Framework for Writing Development in Novice Nurse Scientists.” Nurse Educator. 44 (1): 38-42.
Banks, William P. & Alexander, Jonathan. 2017. “Sponsoring Homonormativity: Sexual Literacies in Queer YA Literature.” In Writing Youth: Young Adult Fiction as Literacy Sponsorship. London: Lexington Books. 119 – 150.
Tyndall, Deby, Elaine Scott, and Nicole I. Caswell. 2017. “Factors Facilitating Publication by Clinical Nurses in a Magnet Hospital.” The Journal of Nursing Administration 47(10): 522-526.
Caswell, N. Researching the “Heart” of writing center work: Emotional labor, job satisfaction, burnout and turnover among writing center administrators. International Writing Center Association Columbus, OH. October 2019.
Caswell, N. “MA Students, Time, and the Writing Center.” College Composition and Communication. Pittsburgh, PA. March 2019
Banks, W. & Caswell, N. “Failing Sideways.” UNC Asheville Queer Studies Conference. Asheville, NC. April 2018.
Banks, W. Caswell, N. & West-Puckett, S. “Failing Sideways: Toward a Queer Methodology for Writing Assessment.” Feminisms and Rhetorics Conference Dayton, OH. October, 2017.
Caswell, N. & Banks, W. “Inclusive Assessment: A Queer Proposal for Writing Centers.” Southeastern Writing Center Association Conference. Richmond, VA. February, 2018.
Caswell, N. “Uncovered: Studying Writing Center Director Satisfaction, Burnout, Retention, and Migration.” International Writing Centers Association Conference. Chicago, IL. November 2017.
Caswell, N., Wooten, C. & Babb, J. “Emotional Labor as WPA Imperative.” Council of Writing Program Administrators Conference Knoxville, TN. July 2017.
Caswell, N. & Banks W. “Integrating Academic Writing: A Model for Curricular and Institutional Change.” European Association for Teaching Academic Writing. Egham, England (Royal Holloway University of London). June 2017.
Caswell, N., Frost, E. A., and Eble, M. “Enabling Inclusive Interface Design: The Emotional Turn in Wearable Technologies.” Computers and Writing. Findlay, OH. June 2017.
Flinchbaugh, K. “Inquire, Reflect, Assess, and Transform: Writing Across the Curriculum Faculty Development Constructed with Assessment in Mind.” Qualitative Research Network – Conference on College Composition and Communication. Kansas City, MO. March, 2018.
Flinchbaugh, K. Botex, S. & Tucker, E. “There are No Mistakes, Only Opportunities: Literacy Improvisation as a Tool in Consultant Development.” Southeastern Writing Center Association. Richmond, VA. February, 2018.
Flinchbaugh, K. & Hardy, B. “Writing for Change: Drafting a Position Statement on Social Justice Work.” Carolinas Writing Program Administrators. Little Switzerland, NC. September, 2018
Hardy, B. “’Your Consultant is Ready for You Now’: An Analysis of Clinical Discourse in the Writing Center.” Southeastern Writing Centers Association Conference. Richmond, VA. February, 2018.
Sharer, W. “Opening the Scholarly Conversation: Feminist Publishing Practices.” Feminisms and Rhetorics Conference. Dayton, OH. October 2017.
Sharer, W. “Support and Change: Regional WPA Affiliates as Mentoring Hubs.” Conference on College Composition and Communication. Kansas City, MO. March, 2018.
Sharer, W. “‘Talking Back to the Test’: Promoting Writing Assessment as Faculty Development.” Writing Program Administrators Annual Conference. Knoxville TN. July 2017.
Alexis Jarman and Seaver Thorn traveled to York, Pennsylvania to participate in the 4th Annual Naylor Workshop, September 15 – 17 at York College of Pennsylvania.