More About Director Jessie L. Moore

Jessie L. Moore, PhD, is director of the Center for Engaged Learning and professor of English: Professional Writing & Rhetoric. Jessie leads planning, implementation, and assessment of the Center’s research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies. She is the author of Key Practices for Fostering Engaged Learning: A Guide for Faculty and Staff (Stylus Publishing, 2023) and co-editor of Cultivating Capstones: Designing High-Quality Culminating Experiences for Student Learning (with Caroline J. Ketcham and Anthony G. Weaver, Stylus, 2023), Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing (with Julia Bleakney and Paula Rosinski, CEL Open Access, 2022), Excellence in Mentoring Undergraduate Research (with Maureen Vandermaas-Peeler and Paul Miller, CUR, 2018), Critical Transitions: Writing and the Question of Transfer (with Chris Anson, The WAC Clearinghouse and University Press of Colorado, 2016/2017), and Understanding Writing Transfer: Implications for Transformative Student Learning in HigherEducation (with Randy Bass, Stylus, 2017).  Her work has appeared in Computers and Composition, Composition Forum, Composition Studies, Journal of Faculty Development, Journal on Centers for Teaching & Learning, Teaching & Learning Inquiry, TESOL Journal, Written Communication, and in edited collections. In 2021, Jessie received Elon University’s Distinguished Scholar Award.

With Peter Felten, she edits two book series: the Stylus Publishing/Center for Engaged Learning Series on Engaged Learning and Teaching and the Center for Engaged Learning Open Access Book Series.

Jessie’s professional service to the scholarship of teaching and learning was recognized with the 2019 International Society for the Scholarship of Teaching and Learning (ISSOTL) Distinguished Service Award. She previously served as the elected Secretary of the Conference on College Composition and Communication (2015-2019), on the Executive Committee for CCCC, as U.S. Regional Vice President of ISSOTL, as Co-Chair of ISSOTL’s Publications Committee, as Chair of ISSOTL’s Communications Committee, as the inaugural Chair-Elect (and subsequently as the Chair and Past-Chair) of the Second Language Writing Interest Section of TESOL, and on the Board for the Carolinas Writing Program Administrators. In 2013, she co-hosted the International Society for the Scholarship of Teaching and Learning conference with Peter Felten and developed ISSOTL Online 2013, which featured strands on SoTL foundations, studying and designing for transfer, and student voices in SoTL.

She previously coordinated Elon’s first-year writing program and professional writing & rhetoric program. She earned her Ph.D. and M.A. in English – Rhetoric and Composition from Purdue University.

Jessie’s Recent CEL Blog Posts and Podcast Episodes

Going Public with Scholarship of Teaching and Learning

One of the key characteristics of scholarship of teaching and learning (SoTL) is publicly sharing “both the process and the products of inquiry” (Felten, 2013). While faculty develop writing strategies for their disciplinary scholarship as they advance through their degree programs and careers, SoTL writing requires faculty to learn how to write about classroom practice, pedagogies, and evidence of student learning – often unfamiliar writing realms. For many faculty, their early efforts at this type of writing invoke challenges regarding genre, voice, and expertise (Cambridge, 2004). What, then, can universities do to support faculty embarking on SoTL writing projects, and how can faculty position themselves to make this transition successfully?

Disruptions Shaping Academic Identities in the Scholarship of Teaching and Learning

Like the other ISSOTL Online strands, the Introduction to the Scholarship of Teaching and Learning (SoTL) strand showcased video interviews with SoTL experts, live chats with key scholars, and featured readings. The strand benefited from the questions and comments of engaged participants around the globe. Experts explained SoTL as a reflective practice that, as Pat Hutchings noted, brings our habits as scholars to our work as teachers. SoTL’s systematic inquiry ultimately ends though in “loop closing”: course redesign, curricular reboots, and so forth. We learned that scholars continue to grapple with SoTL’s relationship to scholarly teaching and educational research, the selection of research methods, the use (or non-use) of theoretical frameworks, and composing appropriate products for “going public” with SoTL work. The Introduction to SoTL strand of ISSOTL Online also highlighted a growing emphasis on collective inquiry, systematic inquiry with e-tools, and the internationalization and institutionalization of SoTL. Four productive disruptions from these online conversations merit continued consideration as we reflect on lessons learned at ISSOTL 2013 and consider future directions for SoTL: Internationalization, Mixed Methods, Collective Inquiry, and Academic Identity.

Future Directions and Emerging Trends in the Scholarship of Teaching and Learning

In this ISSOTL Online video produced by the Center for Engaged Learning, Arshad Ahmad, Randy Bass, Dan Bernstein, Tony Ciccone, Joelle Fanghanel, Mary Taylor Huber, Pat Hutchings, Katarina Mårtensson, Gary Poole, Joanna Renc-Roe, Jennifer Meta Robinson, and Kara Yanagida discuss future directions and emerging trends in the Scholarship of Teaching and Learning (SoTL).

Studying and Designing for Transfer of Learning

Educational systems are grounded in the assumption that students will use what they learn in future contexts, whether those contexts are future classrooms, future workplace settings, or future community or civic activities. General education curricula in the United States (sometimes called General Studies programs) often are built on the premise that students will apply what they learn from courses across the arts and sciences to act as informed citizens and to be more well-rounded in their careers. Within disciplines, coursework often is structured hierarchically so that subsequent courses allow students to build on prior learning. Yet what do we know about how students use prior knowledge, how can we study this transfer of learning, and how might we design our courses to facilitate successful transfer?

Critical Transitions: Writing and the Question of Transfer – Research Highlights (Part 2)

Last month, we featured a few highlights from the Center for Engaged Learning’s research seminar on Critical Transitions: Writing and the Question of Transfer. Multi-institutional research by seminar participants suggests that:

  • In first-year writing courses, content matters;
  • Students need reiterative opportunities for reflection throughout their education;
  • When considering students’ ability to transfer or adapt writing strategies, personal identities matter; and
  • Across the university, expectations for student writing often are misaligned.

The first three findings offer hope that it is possible to teach in support of transfer, reaffirming an underlying assumption in university curricula that students can transfer what they learn in one course to future university, workplace, and community contexts. The fourth finding reminds faculty and administrators not to take that underlying assumption for granted; as last month’s preview hinted, writing transfer is not guaranteed for every student at every critical transition point.

concept map of transfer theories

Critical Transitions: Writing and the Question of Transfer – Research Highlights (Part 1)

If writing-intensive courses are a high-impact practice, as George Kuh and others have suggested, what can universities do to help students transition from these high-impact experiences into other contexts and apply what they’ve learned about writing? What bridging strategies (as Perkins and Salomon call them) can faculty employ in their classes to facilitate mindful abstraction? How might course designs foster what King Beach calls critical transitions? And how can colleges prepare students to be boundary crossers when it comes to their writing? From 2011 to 2013, the Center for Engaged Learning sponsored a two-year, multi-institutional research seminar to explore these and other questions about writing transfer, and we’re featuring some of the resulting research this week in Critical Transitions Online.

concept-map-enabling-recognizing

Here are some of the highlights:

  • In first-year writing courses, content matters.
  • Students need reiterative opportunities for reflection throughout their education.
  • When considering students’ ability to transfer or adapt writing strategies, personal identities matter.
  • Across the university, expectations for student writing often are misaligned.

Select Recent Publications

Books:

Articles and Chapters:

  • Vandermaas-Peeler, Maureen, and Jessie L. Moore. 2023. “Exploring Mentors’ Perceptions of the Benefits and Challenges of Mentoring in a Constellation Model.” International Journal for Academic Development. https://doi.org/10.1080/1360144X.2023.2279306
  • Moore, Jessie L., and Paul C. Miller. 2023. “Igniting Mentoring Relationships with the FIRE2 Toolkit.” New Directions for Teaching and Learning 2023 (175): 21–28. https://doi.org/10.1002/tl.20555 
  • Vandermaas-Peeler, Maureen, Jessie L. Moore, and Amy Allocco. 2023. “A Constellation Model For Mentoring Undergraduates During COVID-19.” Teaching & Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.9
  • Moore, Jessie L., Jenny Olin Shanahan, and Brad Wuetherick. 2022. “Scaling Up Access to High-Impact, Mentored Undergraduate Research Experiences.” In Taking Stock 2.0: Transforming Teaching and Learning in Higher Education, edited by Julia Christensen Hughes, Joy Mighty, and Denise Stockley, 310-324. Society for Teaching and Learning in Higher Education.
  • Ketcham, Caroline J., Anthony G. Weaver, Jessie L. Moore, and Peter Felten. 2022. “Living up to the Capstone Promise: Improving Quality, Equity, and Outcomes in Culminating Experiences.” In Delivering on the Promise of High-Impact Practices, edited by Jerry Daday, Jillian Kinzie, Ken O’Donnell, Carleen Vande Zande, and John Zilvinskis, 124-134. Sterling, VA: Stylus Publishing.
  • Moore, Jessie L., Claire Hamshire, and Peter Felten. 2022. “Social Media and Public SoTL.” In SoTL as Public Scholarship, edited by Nancy Chick & Jennifer Friberg, 89-103. Sterling, VA: Stylus Publishing.
  • Moore, Jessie L., Angela Myers*, and Hayden McConnell.* 2022. “Mentoring High-Impact Undergraduate Research Experiences.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 22 (1): 17-21.
  • Moore, Jessie L. 2021. “Key Practices for Fostering Engaged Learning.” Change: The Magazine of Higher Learning, 53(6): 12-18. https://doi.org/10.1080/00091383.2021.1987787
  • Bleakney, Julia, Li Li, Emily Holland*, Paula Rosinski, and Jessie L. Moore. 2021. “Rhetorical Training Across the University: What and Where Students and Alumni Learn about Writing.” Composition Forum 47. https://compositionforum.com/issue/47/rhetorical-training.php
  • Moore, Jessie L., and Greg Hlavaty. 2021. “Digital Literacies for English: Laying a Foundation in First-Year Writing.” In Teaching Digital Literacy: A Faculty Guide to Integrating Digital Skills with Disciplinary Content, edited by Lauren Hays and Jenna Kammer, 71-82. Sterling, VA: Stylus Publishing.
  • Little, Deandra, and Jessie L. Moore. 2021. “A Typology for Catalyzing Pedagogical Change: Fostering Multiple Pathways through SoTL.” Hungarian Educational Research Journal 11(3): 262-273. https://doi.org/10.1556/063.2021.00070
  • DelliCarpini, Dominic, and Jessie L. Moore. 2020. “Networking Undergraduate Research: Where We Are, Where We Can Go.” Composition Studies 48 (1): 115–118.
  • Moore, Jessie L., Sophia Abbot, Hannah Bellwoar, and Field Watts. 2020. “Mentoring: Partnering with All Undergraduate Researchers in Writing.” In Jane Greer, Jenn Fishman, and Dominic DelliCarpini (Eds.), Naylor Report on Undergraduate Research in Writing Studies. Parlor Press.
  • Moore, Jessie L. and Peter Felten. 2020. “Foreword.” In Nina Namaste and Amanda Sturgill (Eds.), Mind the Gap: Global Learning at Home and Abroad. Sterling, VA: Stylus Publishing.
  • Moore, Jessie L. 2020. “Epilogue: Global Learning as High-Quality Engaged Learning.” In Nina Namaste and Amanda Sturgill (Eds.), Mind the Gap: Global Learning at Home and Abroad. Sterling, VA: Stylus Publishing.
  • Felten, Peter, Jessie L. Moore, and Tim Peeples. 2019. “Multi-Institutional SoTL: A Case Study of Practices and Outcomes.” In Jennifer Friberg and Kathleen McKinney (Eds.), Conducting and Applying the Scholarship of Teaching and Learning beyond the Individual Classroom Level. Bloomington, IN: Indiana UP.
  • Phelps, Louise Wetherbee, Sheila Carter-Tod, Jessie L. Moore, Patti Poblete, Casey Reid, and Sarah Elizabeth Snyder. 2019. “Sustainable Becomings: Women’s Career Trajectories in Writing Program Administration.” WPA: Writing Program Administration 43 (1): 12-32.
  • Moore, Jessie L., and Peter Felten. 2019. “Understanding Writing Transfer as a Threshold Concept across the Disciplines.” In J. A. Timmermans & R. Land (Eds.), Threshold concepts on the edge. Leiden: Brill | Sense.
  • Moore, Jessie L. 2018. “Writing SoTL.” In Nancy Chick (Ed.), Doing SoTL: Thin Slices of the Scholarship of Teaching and Learning in Action. Sterling, VA: Stylus Publishing.
  • Vandermaas-Peeler, Maureen, Paul C. Miller, and Jessie L. Moore. 2018. “Introduction: Considering Excellence in Mentoring Undergraduate Research in Context.” In Maureen Vandermaas-Peeler, Paul C. Miller, and Jessie L. Moore (Eds.), Excellence in Mentoring Undergraduate Research (pp. 1-18). Washington, D.C.: Council on Undergraduate Research.
  • Moore, Jessie L. 2018. “Afterword.” In Maureen Vandermaas-Peeler, Paul C. Miller, and Jessie L. Moore (Eds.), Excellence in Mentoring Undergraduate Research (pp. 215-219). Washington, D.C.: Council on Undergraduate Research.
  • Moore, Jessie L., Rebecca Pope-Ruark, and Michael Strickland. 2018. “Not Just Another Assignment: How Long Term Integrated Portfolio Practice has Evolved to Impact Ongoing Program Refinement, Curricular Integrity, and Development of Student Professional Identity.” In Laura Gambino and Bret Eynon (Eds.), Catalyst in Action: Case Studies of High-Impact ePortfolio Practice. Sterling, VA: Stylus Publishing.
  • Brunk-Chavez, Beth, Stacey Pigg, Jeff Grabill, Jessie L. Moore, and Paula Rosinski. 2018. “Designing, Building, and Connecting Networks to Support Collaborative Empirical Writing Research.” Composition Studies 46(1).
  • Moore, Jessie L. “Five Essential Principles about Writing Transfer.” In Jessie L. Moore and Randall Bass (Eds.), Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education (pp. 1-12). Sterling, VA: Stylus Publishing, 2017.
  • Moore, Jessie L., and Chris M. Anson. “Introduction.” In Chris M. Anson & Jessie L. Moore (Eds.), Critical Transitions: Writing and the Question of Transfer (pp. 3-13). Fort Collins, Colorado: The WAC Clearinghouse and University Press of Colorado, 2016.
  • Anson, Chris M., and Jessie L. Moore. “Afterword.” In Chris M. Anson & Jessie L. Moore (Eds.), Critical Transitions: Writing and the Question of Transfer (pp. 331-339). Fort Collins, Colorado: The WAC Clearinghouse and University Press of Colorado, 2016.
  • Moore, Jessie L., Paula Rosinski, Tim Peeples, Stacey Pigg, Martine Courant Rife, Beth Brunk-Chavez, William Hart-Davidson, Dundee Lackey, Suzanne Kesler Rumsey, Robyn Tasaka, Paul Curran, and Jeff Grabill. “Revisualizing Composition: How First-Year Writers Use Composing Technologies.” Computers and Composition, 39 (2016): 1-13.
  • Moore, Jessie L., and Rosinski, Paula. “Case Study: Elon University.” In Rachel Riedner, Ide O’Sullivan, & Alison Farrell, Alison (Eds.), An Introduction to Writing in the Disciplines (pp. 32-36). Maynooth: All Ireland Society for Higher Education/Irish Network for the Enhancement of Writing, 2015.
  • Moore, Jessie L., Kimberly B. Pyne, and Paula Patch. “Writing the Transition to College: A Summer College Writing Experience at Elon University.” (With “Coda: Where We Are Now”). Ecologies of Writing Programs: Profiles of Writing Programs in Context. Edited by Mary Jo Reiff and Anis Bawarshi. Parlor Press, 2015.
  • Moore, Jessie L., Tim Peeples, Rebecca Pope-Ruark, and Paula Rosinski. “Seeking Growth through Independence: A Professional Writing and Rhetoric Program in Transition.” Writing Majors: Eighteen Program Profiles. Edited by Greg Giberson, Jim Nugent, and Lori Ostergaard. Utah State UP, 2015.
  • Pigg, Stacey, Jeffrey T. Grabill, Beth Brunk-Chavez, Jessie L. Moore, Paula Rosinski, and Paul G. Curran. “Ubiquitous Writing, Technologies, and the Social Practice of Literacies of Coordination.”Written Communication, 31.1 (2014): 91-117.
  • Grabill, Jeff, William Hart-Davidson, Stacey Pigg, Michael McLeod, Paul Curan, Jessie Moore, Paula Rosinski, Tim Peeples, Suzanne Rumsey, Martine Courant Rife, Robyn Tasaka, Dundee Lackey, and Beth Brunk-Chavez. “Revisualizing Composition: Mapping the Writing Lives of First-Year College Students.” Writing about Writing: A College Reader, 2nd Ed. Edited by Elizabeth Wardle and Doug Downs. Bedford/St. Martin’s, 2014. 724-737.
  • Moore, Jessie L., Peter Felten, and Michael Strickland. “Supporting a Culture of Writing: Faculty Writing Residencies as a WAC Initiative.” Working with Faculty Writers. Edited by Anne Ellen Geller and Michele A. Eodice. Utah State UP, 2013.
  • Moore, Jessie L.  “Preparing Advocates: Service-Learning in TESOL for Future Mainstream Educators.” TESOL Journal, 4.3 (2013): 555-570.
  • King, Catherine, and Jessie L. Moore. “Feeding Many Birds with One Bowl: Collaborative Inquiry as a Context for Faculty Development.” Journal of Faculty Development, 27.2 (2013): 19-24.
  • Moore, Jessie L. “Designing for Transfer: A Threshold Concept.” Journal of Faculty Development, 26.3 (2012): 19-24.
  • Moore, Jessie. “Mapping the Questions: The State of Writing-Related Transfer Research.”Composition Forum, 26 (Fall 2012). Available online at: http://compositionforum.com/issue/26/map-questions-transfer-research.php
  • Felten, Peter, Jessie Moore, and Michael Strickland. “Faculty Writing Residencies: Supporting Scholarly Writing and Teaching.” Journal on Centers for Teaching & Learning 1 (2009): 23-39.

Select Recent Presentations

  • “Cultivating Capstones: Defining Moments for Engaged Learning.” Invited keynote. 2021 Kemper Speaker on Excellence in Teaching and Learning. Webster University, online, March 26, 2021.
  • “Designing for Student Transformation and Degree Completion: Closing the Loop with Assessment.” Invited workshop. 2021 Kemper Speaker on Excellence in Teaching and Learning. Webster University, online, March 26, 2021.
  • “Key Practices for Fostering Engaged Learning.” Association of American Colleges & Universities, online, January 22, 2021.
  • “Partnering in the Scholarship of Teaching and Learning.” Invited workshop. St. Cloud State University, online, October 30, 2020.
  • “The Scholarship of Teaching and Learning (SoTL): A Pedagogical Imperative to Teach More Boldly.” Invited keynote. St. Cloud State University Provost’s Summit, online, October 20, 2020.
  • “Changing Landscape of Inclusive Capstone Experiences: Influences, Impacts, and Design.” With Caroline Ketcham, Tony Weaver, Andrew Pearl, Morgan Gresham, and Jillian Kinzie. Association of American Colleges & Universities, Washington, D.C., January 24, 2020.
  • “High-Impact Undergraduate Experiences and How They Matter to College Graduates.” With Peter Felten. Association of American Colleges & Universities, Washington, D.C., January 23, 2020.
  • “Sustainable Becoming: Women’s Career Trajectories in Writing Program Administration.” Invited plenary panel. Council on Writing Program Administrators 2019 Conference, Baltimore, Maryland, July 27, 2019.
  • “Who’s (At)Tending to Transfer? An Invitation.” Invited keynote. CCCC Regional Conference at Old Dominion University. Norfolk, Virginia, May 31, 2019.
  • “Teaching Writing Across the University.” Invited keynote. Fairfield University, Fairfield, Connecticut, May 22, 2019.
  • “Key Practices for Fostering High-Impact Educational Practices & Engaged Learning.” Invited keynote. Auburn University at Montgomery, Montgomery, Alabama, February 15, 2019.
  • European Union Cooperation in Science and Technology (COST) Action 15221 – WeReLaTe Training School on Analyzing Focus Group Data and Designing Quantitative Questionnaires. Invited co-facilitator. Tirana, Albania, September 10-14, 2018.
  • Council of Writing Program Administrators’ Workshop. Invited co-facilitator. Sacramento, California, July 22-25, 2018.
  • “Teaching Threshold Concepts for Transfer of Knowledge?” Invited keynote. 7th Biennial Threshold Concepts Conference, Miami University, Oxford, Ohio, June 14, 2018.
  • “Collaborating on Assessment and Planning a DPT Global Education Consortium.” Invited Workshop and Consultation. 2017 Global Education Symposium for Doctor of Physical Therapy faculty. Elon University, Elon, North Carolina, April 22, 2017.
  • “Excellence in Mentoring Undergraduate Research.” Invited Workshop. York College of Pennsylvania, York, Pennsylvania, February 11, 2017.
  • “Undergraduate Research Matters.” Invited Plenary. York College of Pennsylvania, York, Pennsylvania, February 10, 2017.
  • “Teaching Writing Across the University: Building on What Students Know from First-Year through Graduation.” Invited Workshop. Georgetown University, Washington, D.C., February 6, 2017.
  • “Excellence in Mentoring Undergraduate Research.” Invited Workshop. Georgetown University, Washington, D.C., February 6, 2017.
  • “Emerging Research and Lingering Questions about Integrating Study Away as Global Learning with the University Experience.” With Nina Namaste, Lynette Bikos, and Lisa Jasinski. Association of American Colleges & Universities, San Francisco, California, January 28, 2017.
  • “Faculty Change Towards High-Impact Pedagogies.” International Consortium for Educational Development. Cape Town, South Africa, November 23, 2016.
  • “Using the CEL-SoTL Data Archive to reexamine Scholarship of Teaching and Learning Evidence.” Symposium on Scholarship of Teaching and Learning. Banff, Canada, November 11, 2016.
  • “Fostering ‘Evidence 3’ Scholarship of Teaching and Learning with a Data Archive.” International Society for the Scholarship of Teaching and Learning. Los Angeles, California, October 14, 2016.

Click here to learn more about Jessie’s scholarship