This book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university by juxtaposing the messiness and deletions of the writing process with the hegemonic imaginary of what research writing "should" look like. The author uses writing as both a subject and a…

This dissertation was developed in response to a long-standing imperative for teachers and scholars of writing: the need to meet students where they are (technologically) and keep up with emerging writing technologies. Said differently, when an emerging writing technology comes on the scene, teachers of writing tend to develop theoretical and…

The early phase of doctoral education is a critical yet under-researched period in PhD programs, when doctoral researchers must solidify their thesis projects prior to embarking on data collection. What makes this time particularly challenging is that new doctoral researchers synthesize their research thinking while they are still learning the…

There is a growing expectation internationally that teachers in higher education obtain professional recognition through accredited schemes which confer Fellowship status. Such schemes often require a written reflective submission to demonstrate effective teaching and professional experience. Yet despite this burgeoning interest, little is known…

The COVID-19 pandemic has taken a toll on university faculty, unduly those from underrepresented groups, causing many faculty to disengage. Writing communities represent a promising tool to (re-)engage faculty and build an inclusive climate. As part of U See I Write, a faculty development initiative at the University of California, Irvine, we…

Prevalence of mental health needs, particularly those related to anxiety, depression, and emotion regulation, are on the rise in higher education institutions (Auerbach et al., 2016; Blanco et al., 2008). Research has shown college and university student help-seeking behavior varies by identity and many students are often reluctant to seek support…

Many higher education institutions offer drop-in tutoring programs hosted by writing specialists to support struggling students while others may also/alternatively embed tutors directly into courses. In this quasi-experimental study, we compared survey results from 100 students in basic/developmental courses that featured embedded peer tutors with…

This study examines three core processes in undergraduates' reasoning about four different evidence types (i.e., anecdotal, observational, correlational, and causal). In particular, we examine undergraduates' processes of evidence identification, evaluation, and selection of evidence to include in writing and how these manifest across different…

This study explores the types of online interaction used and levels of reflection achieved by undergraduate students, including the influence of the former on the latter on Google Docs. A qualitative approach was employed by means of (i) content analysis of students' comments and individual reflections based on the established coding schemes of…

Higher education (HIED) presidents face a wide variety of competing demands and pressures. High emotional intelligence (EI) has been found to be effective in good leadership, but few studies exist which examine HIED presidents' EI. This quantitative growth model study attempted to expand the understanding of EI and its source of change among HIED…

The purpose of this basic interpretive qualitative research study was investigating the perceptions of LGBTQ+ college students regarding their out-of-school literacies and the impact of their participation in a non-academic writing group focusing on their out-of-school writing and identities. Situated within the New Literacy Studies (NLS)…

This is an inquiry into the digital literacy readiness of students of First-Year Composition (FYC). Using mixed methods, an online survey and interviews, the study maps out the digital literacy skills of FYC students and accounts for the people and places that contributed to the students' acquisition of those skills. As theoretical frameworks, the…

Writing center scholarship often highlights the ways in which their distinctive, less directive, nongraded, and individualized instruction can make them distinctive social and pedagogical spaces. There is a simultaneous argument, however, that writing centers are often institutionally vulnerable and may be unable to engage in or promote such…

Background: At the graduate level, academic writing competencies are essential for graduation and careers as researchers. Little research has been done to understand how engineering writers' attitudes toward writing correspond to enacted textual patterns. Purpose/Hypothesis: The purpose of this study is to investigate current and prospective…

Research on precarity in higher education has focused on how academics themselves experience this, but less is known about how staff precarity affects teaching and learning. This extended literature review explores how precarious working conditions affect practices aimed at supporting students' writing, such as teaching discipline-specific…