Graduate Student Publications and Presentations

2017

Information will be posted when it becomes available.

2015

Casey Keel

• “Embodied Circulation: Deconstructing the Binary Between Housed “Citizens” and the Homeless Community.” Kansas University Professionals for Disabilities Conference, Lawrence, KS, March 2015.

Chelsea Murdock

• “Writing Captain Kirk and the Digital Frontier: Fan Fiction in the (Online) Composition Classroom.” Conference on College Composition and Communication, Tampa, FL, March 2015.
• “Never Alone in the Classroom: An Exploration of Gameplay as Storytelling.” Native American Literature Symposium, Albuquerque, NM, March, 2015.

Angela Murphy

• “A Tale of Two Universities: Organizational Responses to Serious Misconduct to Stakeholders.” National Communication Association Conference; Las Vegas, NV, 2015.
• “Covering All Bases: The Women’s Movement to End Gender-Based Violence in Senegal.” Roundtable presentation; National Communication Association Conference; Las Vegas, NV, 2015.

Sarah E. Polo

• “Power in the Post Colonial Classroom: Use of Social Media as a Tool for Subverting Colonial Structures in the Undergraduate Composition Classroom.” Conference on College Composition and Communication (CCCC) National Convention Research Network Forum, Tampa, FL, March 2015.
• “Embracing Textual Complexity: A Comparative Study of Modern English Translations of The Dream of the Rood, Lines 1-27.” Mid-American Medieval Association, Kansas City, MO, February 2015.

Mary F. Rice

• Rice, M. (Ed.) (2015). Exploring pedagogies for diverse learners online. Bingley, UK: Emerald Group Publishing.
• With new eyes: Online teachers’ sacred stories of students with disabilities. (2015). [with R. A. Carter, Jr.]. In M. Rice (Ed.) Exploring pedagogies for diverse learners online (pp.205-226). Bingley, UK: Emerald Group Publishing.
• A rhetorical perspective of parental role construction of online learning testimonials. (2015). In M. Rice (Ed.) Exploring pedagogies for diverse learners online (pp. 117-137). Bingley, UK: Emerald Group Publishing.
• Boys’ distribution of literacies (pp. 245-264). (2015). In K. Malu and M.J. Schaeffer (Eds.) Research on teaching and learning with the literacies of adolescents. Scottsdale, AZ: Information Age Publishing.
• Conceptualizing teacher advocacy as comedic trickster behavior. (2015). [with B. Rice]. European Journal of Humour Research 3(4), 9-23.
• “Learning from experiences of non-personhood: A self-study of teacher education identities.” (2015). [with M. Newberry, E.F. Whiting, R. Cutri, and S. Pinnegar]. Studying Teacher Education, 11(1), 16-31.
• “Exploring the nature of vocabulary support in online earth science courses for secondary students with reading disabilities.” [with D. Deshler]. American Educational Research Association, Chicago, IL, April 2015.
• “’And I was just kicking and screaming!’: Sustaining imagined and advocated curriculum.” [with D. Mellard]. American Educational Research Association, Chicago, IL, April 2015.
• “Participant selection in research activities.” [with H. Klinzig, A. Davis, C. Coulter]. Research on Teaching and Teacher Education, Chicago, IL, April 2015.  
• “Support for first year composition students with disabilities: Holding sustainable conversations.” Conference of Writing Program Administration, Boise, ID, July 2015.

Alisa Russell

• “Rev. of WAC and Second Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices, Terry Myers Zawacki and Michelle Cox.” Across the Disciplines 12.2 (2015).

• “Tutor Perceptions in an ESL Opt-In Program: Tutee Dimensions, Tutee Needs, and Tutor Needs.” [with Psyche Ready]. International Writing Centers Association Conference, Pittsburgh, PN, October 2015.
• “The Writing Center: A Socially Constructed Space.” The Mid-Atlantic Writing Centers Association Conference, Harrisonburg, VA, April 2015.
• “The Chained and the Unchained: Marginalization as Resistance in 12 Years a Slave and Django Unchained.” Graduate English Organization Departures Conference, College Park, MD, March 2015.
• “Feminist Standpoint Theory as a Framework for Writing Instruction.” University of Florida Writing Program Conference on Pedagogy, Practice, and Philosophy, Gainesville, FL, January 2015.

Amanda Sladek

• “The New Literacies Narrative.” Writing on the Edge 26.1 (2015): 63-72.
• “HBW Emerging Scholars:  Toussaint L’Ouverture and the ‘Slave Narrative’ Genre.” Project on the History of Black Writing. University of Kansas, 23 Feb. 2015.
• “‘The Great Type and Pattern of Negro Excellence’:  Genre, Audience, and Text Construction in J.R. Beard’s 1863 Translation of The Memoir of General Toussaint Louverture,” Dictionary Society of North America (DSNA)/Studies in the History of the English Language (SHEL) Joint Conference, Vancouver, BC, June 6, 2015.  
• “(Il)Literacy, (Dis)Ability, and (In)Justice:  Literacy Studies as a Lens for Exploring Social Justice Issues in the English Classroom,” KU Professionals for Disability Graduate Research Conference, Lawrence, KS, Mar. 6, 2015.

Kali Jo Wolkow

• “Shhhhh! If you're quiet enough, you might hear art: A critique of John Cage’s four minutes of silence.” Day of Learning. Northwestern College. Orange City, IA, February 2015.

Shane Wood

• “Redesigning Assessment to Create Opportunities for (Un)popular Writings.” Popular Culture Association/American Culture Association Conference, New Orleans, LA, April 2015.
• “Imagining the Unimaginable: A Classroom without Grades.” College English Association (CEA), Indianapolis, IN, March 2015.

 

2014

Leighann Dicks

• “I Watch, Therefore I Write: Improving Student Literacy Across a Variety of Texts.” College English Association Conference, Baltimore, MD, March 2014.
• “Regaining Control: Using Literacy to Overcome Trauma in Maya Angelou’s I Know Why the Caged Bird Sings.” South Central Modern Language Association Conference, Austin, TX, October 2014.

Sarah Kugler

• “The Painter of Light and the $12 Million Shark: A Distinction Without a Difference?” The Mid-Atlantic Popular & American Culture Association’s 25th Annual Conference. Baltimore, MD. November 2014.

Charlesia McKinney

• “Tutoring Writers is like Playing Basketball… HOW…?!?: What if tutors imagineered John Wooden’s Pyramid of Success?” [with Deborah Murray]. International Writing Center Association, October 2014.
• “Traveling Beyond Our Borders: Opening Our Centers to Culturally & Linguistically Diverse Students." [with Jessica Reyes, Kelsey Hixson-Bowles, Melissa Prescott, and Laura Namovicz]. International Writing Center Collaborative, March 2014.

Chelsea Murdock

• “Two Guys and a Girl Step Into a Hot Tub: Helping Students Research a Paper by Exploring What They Actually Care About.” [with Katie Elliot]. Southern Writing Center Association Symposium, Atlanta, GA, March 2014.

Angela Murphy

• “Voloshinov’s Triangle: Possibilities for Writing with L2 Students.” Thomas R. Watson Conference, Louisville, KY, 2014.

Sarah E. Polo

• “Romanticizing the Prostitute: Contradictions and the Duality of Cornelia in The London Jilt.” Midwestern American Society for Eighteenth-Century Studies Conference, Kansas City, MO, October 2014.
• “Reconsidering Roaring Camp: Nature’s Opposition to Gender Role Reversal in Harte’s ‘The Luck of Roaring Camp.’”Popular Culture & American Culture Association National Conference, Chicago, IL, April 2014.

Mary F. Rice

• A content analysis of lesson plans available to teachers about video games (pp. 155-170). (2014). In H. Gerber & S. S. Abrams (Eds.) Bridging literacies with video games. Rotterdam, Netherlands: Sense publishers.
• Locating Shakespearean familial curriculum in secondary contexts (pp. 243-263). (2014). In S. A. Lawrence (Ed.) Critical practice in P-12 education: Transformative teaching and learning. Hershey, PA: IGI International.
• Applying principles of text complexity to online learning environments. (2014). [with D. Greer and D. Deshler]. Perspectives on Language and Literacy, 40(1), 9-14.
• Balancing literacy with other curricular demands: An autobiographical account. (2014). Journal of Balanced Reading Instruction, 29(1), 1-9. 
• “Ethically volatile spaces for working with adolescents.” American Educational Research Association, Philadelphia, PA, April 2014.  
• “Interdisciplinary curriculum makers’ attempt to support diverse students: The multicultural dance.” American Educational Research Association, Philadelphia, PA, April 2014.
• “Which demographic variables predict final grades for high school students enrolled in online English/ELA courses? Results from a regression analysis.” [with D. Deshler and D. Greer]. American Educational Research Association, Philadelphia, PA, April 2014.
• “The work of transfer.” [with M. J. Reiff, J. Perino, A. Sladek, A. Murphy, A. Catanzarite, and A. Bawarshi]. Conference of Writing Program Administration, Normal, IL, July 2014.
• “Ethnographic strategies for looking at student interview data.” [with R. Brefeld]. Research on Teaching and Teacher Education, Philadelphia, PA, April 2014.

Amanda Sladek

• “Constructing the Crisis:  Audience Perceptions of For-Profit Education and Institutional Integrity in the Closure of Dana College.” International Journal for Educational Integrity 10.2 (2014):  60-70.
• “Crisis and Community:  Audience Invocation in Response to the Closure of Dana College.” Western States Rhetoric and Literacy Conference, Reno, NV, Nov. 7, 2014. 
• “Rewriting the Formula:  Making Literacy Narratives Work for Transfer.” Council of Writing Program Administrators (CWPA) Conference, Normal, IL, July 19, 2014.

Kali Jo Wolkow

• “The Mycenaean Storyteller: When artifacts become art.” National Museum Day. National Archeological Museum of Athens, Athens, Greece, May 2014.
• “Fortifying Collaboration: Complementing Strengths Matter in Writing Fellow Programs.” Iowa Writing Conference Consortium. Morningside College, Sioux City, IA, April 2014.

Shane Wood

• “The Writing Program and Conventions of Failure: Reconceptualizing Assessment in Composition Studies.” Rice English Graduate Symposium, Houston, TX, September 2014.
• “The Writing Program and Conventions of Failure.” Council of Writing Program Administrators Conference (WPA), Normal, IL, July 2014.
• “The Writing Program and Conventions of Failure.” Graduate Research and Creative Activities Symposium, Fresno, CA, May 2014.
• “Feedback as Failure and the Fatality of Composition.” (dis)junctions, Riverside, CA, April 2014.
• “Possible Paths: Choosing Effective Feedback in One-on-One Tutoring.” North California Writing Centers Association Conference (NCWCA), Rohnert Park, CA, April 2014.
• “Feedback as Failure and the Fatality of Composition.” Conference on College Composition and Communication (CCCC), Indianapolis, IN, March 2014.
• “The English Classroom: A Failure of Construction.” North Carolina Symposium on Teaching Writing, Raleigh, North Carolina, February 2014.
• “Feedback as Failure and the Fatality of Composition.” Writing Research Across Borders III (WRAB), Paris, France, February 2014.

 

2013

Charlesia McKinney

• “Challenging Standard English: How Identities Change Across Interactions.” Midwest Writing Center Association, October 2013.

Chelsea Murdock

• “Native to English: Observing Language Contact in Placenames.” 8th Studies in the History of the English Language Conference, September 2013.

Angela Murphy

• “Dreams and Memory: Poetic License in Tennessee Williams’ The Glass Menagerie and Clifford Odets’ Awake and Sing!” Comparative Drama Conference, Baltimore, MD, 2013.
• “Inability to Find a Space.” Sigma Tau Delta, Portland, OR, 2013.

Sarah E. Polo

• “The Danger of Scientific Objectivity Transference: An Analysis of William Barber in Iagnemma’s ‘Children of Hunger.’” Popular Culture & American Culture Association National Conference (PCA/ACA), Washington, D.C., March 2013.

Amanda Sladek

• “From ‘Rented Rooms’ to Global Genres:  Rethinking Composition’s Extracurriculum and its Connection to the Writing Classroom.” Michigan College English Association Annual Conference, Dearborn, MI, Oct. 25, 2013.