HomeConferences & Think Tanks2021 Conference on Engaged Learning Keynote Speakers Share: Section NavigationSkip section navigationIn this section2021 Conference on Engaged Learning Keynote Speakers Conference Schedule Conference Location Registration Lodging Call for Proposals The 2021 Conference on Engaged Learning features keynote presentations by: Nancy Budwig, Professor of Psychology, Clark University, and former Senior Fellow at the Association of American Colleges and UniversitiesNatasha N. Jones, Associate Professor of Writing, Rhetoric, and American Cultures, Michigan State UniversityCaroline Ketcham, Jillian Kinzie, and Tony Weaver, Co-Leaders of the Center ’s 2018-2020 research seminar on Capstone ExperiencesJulia Bleakney and Paula Rosinski, Co-Leaders of the Center’s 2019-2021 research seminar on Writing Beyond the University Julia Bleakney Director of The Writing Center in the Center for Writing Excellence, and Assistant Professor of English, Elon University Dr. Bleakney co-led the Center for Engaged Learning’s 2019-2021 research seminar on Writing Beyond the University. As Writing Center Director, Dr. Bleakney trains and supports undergraduate writing consultants; mentors student researchers; works with faculty, staff, and students across campus in support of student writing; and partners with Dr. Paula Rosinski, Director of Writing Across the University, to offer programs and events through the Center for Writing Excellence, Elon’s unified resource for integrating and supporting writing on campus. Dr. Bleakney’s research interests are focused on consultant education, student leadership, and mentorship of writing center professionals. Her recent publications include “Tutor Talk: Do Tutors Scaffold Students’ Revisions?” in Writing Center Journal (2019) coauthored with Sarah Pittock, “Understanding Resistance to Feedback in Two Tutor Education Courses” in Praxis: A Writing Center Journal (2019) coauthored with Mike Mattison and Jenn Ryan, and “Models of Ongoing Tutor Education: Results of a National Survey.” in What We Teach Writing Tutors: A WLN Digital Edited Collection (2019). She has made dozens of presentations at national and international conferences focused most recently on her empirical studies of students’ responses to writing center consultant feedback. Prior to Elon, she directed the Hume Center for Writing and Speaking at Stanford University and the Writing Center at Saddleback College. She previously served as an elected at-large representative of the International Writing Centers Association and co-chaired the IWCA’s Summer Institute for 2018 and 2019. Nancy Budwig Professor, Department of Psychology, Clark University Dr. Budwig received a B.A. from Vassar College in 1979 and a Ph.D. from the University of California at Berkeley in 1986. She has been at Clark since that time. Dr. Budwig served in Clark’s Academic Administration in 2002-2016 as Associate Provost as well as Dean of Graduate Studies and Dean of Research. She also previously served as a Senior Fellow at the Association of American Colleges and Universities. Dr. Budwig is co-author (with Jeffrey Ratliff-Crain and Michael Reder) of “Student engagement with and preparation for signature work” in Peer Review, Volume 20 (2018). Learn more about her scholarship. Natasha N. Jones Associate Professor of Writing, Rhetoric, and American Cultures, Michigan State University Natasha N. Jones is a technical communication scholar and co-author of the book Technical Communication after the Social Justice Turn: Building Coalitions for Action (2019). Her research interests include social justice, narrative, and technical communication pedagogy. Her work has been published in a number of journals including, Technical Communication Quarterly, the Journal of Technical Writing and Communication, the Journal of Business and Technical Communication, and Rhetoric, Professional Communication, and Globalization. She has received national recognition for her work, being awarded the CCCC Best Article in Technical and Scientific Communication (2020, 2018, and 2014) and the Nell Ann Pickett Award (2017). She currently serves as the Vice President for the Association of Teachers of Technical Writing (ATTW) and is an Associate Professor at Michigan State University in the Writing, Rhetoric, and American Cultures department. Learn more about her scholarship Caroline Ketcham Professor and Chair of Exercise Science, Elon University Dr. Ketcham co-led the Center for Engaged Learning’s 2018-2020 research seminar on capstone experiences. Her expertise is in the area of movement neuroscience and her current research focuses on understanding the control and coordination in the execution of movements foundational to development and functional participation for neurodiverse populations. In addition she is co-director of Elon BrainCARE Research Institute which has concussion advocacy and positive mental wellness as the primary goals for Elon students and student-athletes. Caroline has led multiple disciplinary and interdisciplinary capstone experiences for students at Elon in both a course based and multi-year model. She was a previous participant in a CEL research seminar on mentoring undergraduate research and is a leader in defining, identifying challenges and benefits, and helping others develop a co-mentored model of undergraduate research. Caroline has a co-edited book, more than 50 peer-reviewed publications, and over 100 scholarly presentations. Many of her publications and presentations are co-authored with undergraduate research students who she mentored or co-mentored as part of their capstone experiences. Jillian Kinzie Associate Director, Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute, Indiana University School of Education Dr. Kinzie conducts research and leads project activities on effective use of student engagement data to improve educational quality, and serves as senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project. She is co-author of Assessment in Student Affairs (2016), Using Evidence of Student Learning to Improve Higher Education (2015), Student Success in College (2005/2010), and One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (2008/2014). She is co-editor of New Directions in Higher Education and serves on the boards of the Washington Internship Institute, and the Gardner Institute for Excellence in Undergraduate Education. She received the Robert J. Menges Honored Presentation by the Professional Organizational Development (POD) Network in 2005 and 2011. Kinzie earned her PhD from Indiana University in higher education with a minor in women’s studies. Prior to this, she served on the faculty of Indiana University and coordinated the master’s program in higher education and student affairs. She also worked in academic and student affairs at Miami University and Case Western Reserve University. Paula Rosinski Director of Writing Across the University in the Center for Writing Excellence and Professor of English: Professional Writing & Rhetoric, Elon University Dr. Rosinski co-led the Center for Engaged Learning’s 2019-2021 research seminar on Writing Beyond the University. She led Elon’s Quality Enhancement Plan on Writing Excellence, which enhanced the teaching and learning of academic, professional, and co-curricular writing for students, faculty, and staff. Focusing on supporting faculty and staff as they identify, integrate, and assess writing outcomes in the majors, general education courses, and student life, she also has worked to build an infrastructure that encourages a culture of writing across the university by offering faculty/staff development programming and events, a Summer Writing Institute, Writing Boot Camps, interdisciplinary writing groups, and writing pedagogy and writing scholarship grants. Her recent research focuses on how cultures of writing are designed and grown across the university; the transfer of writing practices and experiences of students as they enter the workforce as alumni; the transfer of rhetorical knowledge and writing strategies between self-sponsored and academic texts; reframing rhetorical theories and practices in multimodal environments; and the technologically-mediated writing lives of students. Her recent publications include “Designing, Building, and Connecting Networks to Support Collaborative Empirical Writing Research” (Composition Studies, with Beth Brunk-Chavez, Stacey Pigg, Jessie L. Moore, Jeffrey Grabill, 2018), “Students’ Perceptions of the Transfer of Rhetorical Knowledge between Digital Self-Sponsored & Academic Writing: The Importance of Authentic Writing Contexts & Reflection” (Critical Transitions: Writing and the Question of Transfer, 2016), and “Revisualizing Composition: How First-Year Writers Use Composing Technologies” (Computers and Composition, with Jessie L. Moore, Stacey Pigg, Jeffrey Grabill, Beth Brunk-Chavez, Paul G. Curran, et al. Tony Weaver Professor of Sport Management, Elon University Dr. Weaver co-led the Center for Engaged Learning’s 2018-2020 research seminar on capstone experiences. Dr. Weaver’s expertise in college athletics and higher education has been instrumental in the understanding and promotion of high impact practices. His scholarship has been highlighted in numerous peer reviewed publications and professional presentations, and an invitation to edit special collections on student-athlete experiences in high impact practices. Dr. Weaver’s application of high impact practices has led to several mentored capstone experiences including undergraduate research projects, internships, and the creation of student leadership opportunities. He has taught the sport management capstone course and two interdisciplinary capstone courses at Elon for over a decade. Dr. Weaver also served as the Faculty Mentor for Elon’s 2019 Leadership Fellows and guided the development of their individual capstone projects.