In this IWAC 2018 plenary, Michele, Anne Ellen, and Neal will have participants interact with key findings from the Meaningful Writing Project, a cross-institutional study of what seniors describe as their most meaningful writing projects and what faculty tell them about the assignments they created to foster those experiences. And, most importantly, they will explore how best to create inclusive contexts for students’ personal connection to their writing.
University of Oklahoma
Michele Eodice is an Associate Provost and Director of the OU Writing Center at the University of Oklahoma. Michele’s current research explores creative knowing in engineering and doctoral student writing experiences. Among her publications, two books are the products of important collaborations: (First Person)2 : A Study of Co-Authoring in the Academy (2001), written with Kami Day, and The Everyday Writing Center: A Community of Practice (2007), written with Anne Ellen Geller, Frankie Condon, Meg Carroll, and Elizabeth H. Boquet. In 2013 she published Working with Faculty Writers with Anne Ellen Geller as co-editor.
Anne Ellen Geller
St. John’s University
At St. John’s University in Queens, New York, Anne Ellen Geller is Associate Professor of English and Director of Writing Across the Curriculum, which was awarded a 2013 Conference on College Composition and Communication (CCCC) Writing Program Certificate of Excellence. She teaches undergraduate and graduate English courses, directs a writing fellows program and works with faculty across the disciplines. Anne’s research and published writing, twice recognized with the International Writing Centers Association Outstanding Scholarship Award, focuses on writing centers, writing across the curriculum, support for faculty and student writers, co-authorship, and National Endowment for the Humanities funding of writing programs.
Neal Lerner is Associate Professor of English and Director of the Writing Program at Northeastern University in Boston, MA, which was a 2014 recipient of the Conference on College Composition and Communication (CCCC) Writing Program Certificate of Excellence. He has published on the history, theory, administration, and practice of teaching writing in classrooms, laboratories, and writing centers, and is a five-time IWCA Outstanding Scholarship Award recipient. His book The Idea of a Writing Laboratory won the 2011 NCTE David H. Russell Award. He is co-author of Learning to Communicate as a Scientist and Engineer: Case Studies from MIT, winner of the 2012 CCCC Advancement of Knowledge Award, and co-author of The Longman Guide to Peer Tutoring, 2nd ed.
*The three co-directors of The Meaningful Writing Project were the recipients of the Best Poster Award at the 2015 Conference on College Composition and Communication. This research was supported by a 2010-2011 CCCC Research Initiative Grant. The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education (2016) is available from Utah State University Press.