The 2019-2021 Center for Engaged Learning Research Seminar will be led by Julia Bleakney, Jessie L. Moore, and Paula Rosinski.

Julia Bleakney

Julia Bleakney (PhD, University of Minnesota) is Director of The Writing Center in the Center for Writing Excellence, and Assistant Professor of English, at Elon University. As Writing Center Director, Julia 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 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. Julia’s research interests are focused on consultant education, student leadership, and mentorship of writing center professionals. Her recent publications include “Assessing a Student Leadership Position in the Writing Center” (Southern Discourse, 2017) and “Models of Ongoing Tutor Education” (WLN: A Journal of Writing Center Scholarship, 2018). 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 is an elected at-large representative of the International Writing Centers Association, serving as co-chair of IWCA’s mentor matching program and co-chair of the IWCA’s Summer Institute for 2018 and 2019.

Jessie Moore

Jessie L. Moore (PhD, Purdue University) is Director of the Center for Engaged Learning and Professor of English: Professional Writing & Rhetoric at Elon University. 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 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 Higher Education (with Randy Bass, Stylus, 2017), and Excellence in Mentoring Undergraduate Research (with Maureen Vandermaas-Peeler and Paul Miller, CUR, fall 2018). Her work has appeared in Computers and Composition, Composition Forum, Composition Studies, Journal of Faculty Development, Journal on Centers for Teaching & Learning, TESOL Journal, Written Communication, and in edited collections. Jessie currently serves as the elected Secretary of the Conference on College Composition and Communication and as Chair of the International Society for the Scholarship of Teaching and Learning (ISSOTL) Communications Committee.

Paula Rosinski (PhD, Michigan State University) is Director of Writing Across the University in the Center for Writing Excellence and Professor of English: Professional Writing & Rhetoric at Elon University. She leads Elon’s Quality Enhancement Plan on Writing Excellence, which aims to enhance 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 has also 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 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 Moore, Stacey Pigg, Jeffrey Grabill, Beth Brunk-Chavez, Paul G. Curran, et al.