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, expected 2020) and co-editor of Critical Transitions: Writing and the Question of Transfer (with Chris Anson, The WAC Clearinghouse and University Press of Colorado, 2016), Understanding Writing Transfer: Implications for Transformative Student Learning in HigherEducation (with Randy Bass, Stylus, 2017), and Excellence in Mentoring Undergraduate Research (with Maureen Vandermaas-Peeler and Paul Miller, CUR, 2018). Her work has appeared in Computers and Composition, Composition Forum, Composition Studies, Journal of Faculty Development, Journal on Centers for Teaching & Learning, TESOL JournalWritten Communication, and in edited collections.

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 currently serves as Chair of the ISSOTL Communications Committee. 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 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.

 

Select Recent Publications

Books:

Vandermaas-Peeler, Maureen, Paul C. Miller, and Jessie L. Moore, Eds. Excellence in Mentoring Undergraduate Research. Washington, D.C.: Council of Undergraduate Research, 2018.

Moore, Jessie L., and Randall Bass. Eds. Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education. Sterling, VA: Stylus Publishing, 2017. (Companion Website)

Anson, Chris M., & Moore, Jessie L. (Eds.). Critical Transitions: Writing and the Question of Transfer. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and University Press of Colorado, 2016.

Articles and Chapters:

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

  • “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