Awards
2023 CCCC Emergent Researcher Award
This award includes grant funding. As teachers and scholars within the discipline and within CCCC undertake increasingly complex research projects, the nature of grant applications submitted to CCCC for research funding has changed. A greater number are submitted each year. But more important, the quality of these applications has improved considerably, and the types of projects for which funding is being sought are more diverse. As an organization, CCCC is committed to supporting the diversity of applicants, projects, and research strategies included in these awards. The CCCC Emergent Researcher Awards reflect this commitment and are intended to invest in our organization’s members by rewarding and supporting early-career researchers, especially faculty/instructors who have not had the opportunity to engage in funded research, and faculty/instructors who do not have support for research within their institutions. I serve as the Primary Investigator for this grant application which was submitted to CCC by the Digital Rhetorical Privacy Collective with the goal of performing community outreach and establishing a Rhetoric Lab at Texas A&M University—Commerce. This application includes collaborators from the University of Maryland (Dr. Cecilia Shelton), Utah State University (Dr. Chen Chen), East Carolina University (Morgan Banville), Binghamton University (Dr. Noah Wason), and Texas A&M University—Commerce (Dr. Gavin P. Johnson).
This award includes grant funding. As teachers and scholars within the discipline and within CCCC undertake increasingly complex research projects, the nature of grant applications submitted to CCCC for research funding has changed. A greater number are submitted each year. But more important, the quality of these applications has improved considerably, and the types of projects for which funding is being sought are more diverse. As an organization, CCCC is committed to supporting the diversity of applicants, projects, and research strategies included in these awards. The CCCC Emergent Researcher Awards reflect this commitment and are intended to invest in our organization’s members by rewarding and supporting early-career researchers, especially faculty/instructors who have not had the opportunity to engage in funded research, and faculty/instructors who do not have support for research within their institutions. I serve as the Primary Investigator for this grant application which was submitted to CCC by the Digital Rhetorical Privacy Collective with the goal of performing community outreach and establishing a Rhetoric Lab at Texas A&M University—Commerce. This application includes collaborators from the University of Maryland (Dr. Cecilia Shelton), Utah State University (Dr. Chen Chen), East Carolina University (Morgan Banville), Binghamton University (Dr. Noah Wason), and Texas A&M University—Commerce (Dr. Gavin P. Johnson).
2022 John Lovas Award
Scholars have been making significant contributions to knowledge in rhetoric and composition via the open-publishing tools of the Internet, in much the same way that Kairos has worked to push forward scholarship as the field's longest-running ejournal. The John Lovas Award is sponsored by Kairos in recognition and remembrance of John Lovas's contributions to the legitimation of academic knowledge sharing using the emerging tools of Web publishing, from blogging, to newsletters, to social media. Each year the award underscores the valuable contributions that such knowledge-creation and community-building have made to the discipline by recognizing a person or project whose active, sustained engagement with topics in rhetoric, composition, or computers and writing using emerging communication tools best exemplifies John's model of a public intellectual.
Scholars have been making significant contributions to knowledge in rhetoric and composition via the open-publishing tools of the Internet, in much the same way that Kairos has worked to push forward scholarship as the field's longest-running ejournal. The John Lovas Award is sponsored by Kairos in recognition and remembrance of John Lovas's contributions to the legitimation of academic knowledge sharing using the emerging tools of Web publishing, from blogging, to newsletters, to social media. Each year the award underscores the valuable contributions that such knowledge-creation and community-building have made to the discipline by recognizing a person or project whose active, sustained engagement with topics in rhetoric, composition, or computers and writing using emerging communication tools best exemplifies John's model of a public intellectual.
2022 Michelle Kendrick Award
I won the Michelle Kendrick Award for my work on The Big Rhetorical Podcast. The Computers and Composition Michelle Kendrick Outstanding Digital Production/Scholarship Award was inaugurated in 2006 to recognize the creation of outstanding digital productions, digital environments, and/or digital media scholarship. It acknowledges that any single mode of communication, including the alphabetic, can represent only a portion of meaning that authors/designers might want to convey to audiences.
I won the Michelle Kendrick Award for my work on The Big Rhetorical Podcast. The Computers and Composition Michelle Kendrick Outstanding Digital Production/Scholarship Award was inaugurated in 2006 to recognize the creation of outstanding digital productions, digital environments, and/or digital media scholarship. It acknowledges that any single mode of communication, including the alphabetic, can represent only a portion of meaning that authors/designers might want to convey to audiences.
2020 Kairos Service Award
This award is given by Kairos: A Journal of Rhetoric, Technology, and Pedagogy. The Service Award is given to an individual whose work includes activities that promote excellent computers and writing pedagogy, theory, and community building. Examples of service include, but are not limited to: creating and artfully managing e-mail listservs, MOO spaces, webboard discussions, group blogs, wikis, or CMS community sites; serving on local campus, regional, or national committees related to our field; leading outreach, training, and workshops locally and/or at conferences; serving on C&W-oriented journal staff or editorial boards; volunteering time and expertise about how to use computers effectively.
This award is given by Kairos: A Journal of Rhetoric, Technology, and Pedagogy. The Service Award is given to an individual whose work includes activities that promote excellent computers and writing pedagogy, theory, and community building. Examples of service include, but are not limited to: creating and artfully managing e-mail listservs, MOO spaces, webboard discussions, group blogs, wikis, or CMS community sites; serving on local campus, regional, or national committees related to our field; leading outreach, training, and workshops locally and/or at conferences; serving on C&W-oriented journal staff or editorial boards; volunteering time and expertise about how to use computers effectively.
The Maurice Scharton Award, 2020-2021
This award and scholarship are given to the best paper in rhetoric, composition, and writing studies at ISU. My winning submission for the award was titled, “Primed to Agree: Exploring Lexicographic Structures in Digital Genealogy Database Privacy Policies."
The scholarship is given in honor of Professor Maurice Scharton who taught rhetoric at ISU from 1977 through 2002—for twenty-five years. Professor Scharton came to ISU in 1977, having finished his masters at Utah State and his Ph.D. at Kansas State. He quickly became a popular teacher of rhetoric, writing, grammar, as well as a teacher of teachers through grants and workshops. His wit and good humor made learning a pleasure for all his students. As a scholar, he changed the course of teaching by writing books, book chapters, and articles, which always moved at the cutting edge of research and teaching in the field. He liked to say that his research was a way to take his teaching to an audience beyond the ISU community. Not only was he prolific in his publishing, but he also edited the oldest English journal in the United States, the Illinois English Bulletin, and, through the Illinois State Writing Project, worked with teachers from across the state to help them improve their own writing and their teaching of writing. This recognition also includes a financial award.
Abstract: This essay collects and uses theoretical linguistic analysis, including corpus linguistics methods, to examine data related to the linguistic patterns utilized by digital genealogy databases to prime users to accept their User Agreement. I will show that through the choice of specific words and phrases, digital genealogy database User Agreements blackbox information, priming users to just click Agree to join these unique digital ecosystems. Moreover, my presentation further explores the lexicographic aspects of these robust documents through the concept of lexical priming, focusing specifically on how collocates from the corpus prime users to abandon concerns about concepts like consent and privacy. My work will expose this language use as a method of blackboxing information from users by exploring the use of rhetorical strategies; identifying characteristics, affordances and constraints; the impact on identity formation; and the potential for building social communities, within these digital spaces. To do this, I use AntConc software to construct a corpus comprised of the User Agreements from digital genealogical databases before applying digital rhetorical theory to my analysis. Ultimately, I show how language choices correlate with users accepting the terms of service, that word choices and phrasing maintain a direct relationship to how users form identities and construct communities in these digital spaces, and, hopefully, how the data generated on these sites might be used (un)ethically. Whether the user is a student performing a school project, a parent searching out a child previously put up for adoption, a police agency uploading DNA to identify a criminal, or a health insurance company seeking additional data to set premiums, we must work to ensure users consider the critical literacies needed to navigate these sites—and that begins with understanding the User Agreement.
Illinois State University Grassroots Writing Program Award, 2018
I was nominated by peers from my cohort for this programmatic recognition. The nomination and win were a result of my work to create inclusive, open spaces to discuss and hone pedagogy for Writing Program courses focused on writing across the disciplines and writing for business and government organizations. This recognition also includes a financial award.
This award and scholarship are given to the best paper in rhetoric, composition, and writing studies at ISU. My winning submission for the award was titled, “Primed to Agree: Exploring Lexicographic Structures in Digital Genealogy Database Privacy Policies."
The scholarship is given in honor of Professor Maurice Scharton who taught rhetoric at ISU from 1977 through 2002—for twenty-five years. Professor Scharton came to ISU in 1977, having finished his masters at Utah State and his Ph.D. at Kansas State. He quickly became a popular teacher of rhetoric, writing, grammar, as well as a teacher of teachers through grants and workshops. His wit and good humor made learning a pleasure for all his students. As a scholar, he changed the course of teaching by writing books, book chapters, and articles, which always moved at the cutting edge of research and teaching in the field. He liked to say that his research was a way to take his teaching to an audience beyond the ISU community. Not only was he prolific in his publishing, but he also edited the oldest English journal in the United States, the Illinois English Bulletin, and, through the Illinois State Writing Project, worked with teachers from across the state to help them improve their own writing and their teaching of writing. This recognition also includes a financial award.
Abstract: This essay collects and uses theoretical linguistic analysis, including corpus linguistics methods, to examine data related to the linguistic patterns utilized by digital genealogy databases to prime users to accept their User Agreement. I will show that through the choice of specific words and phrases, digital genealogy database User Agreements blackbox information, priming users to just click Agree to join these unique digital ecosystems. Moreover, my presentation further explores the lexicographic aspects of these robust documents through the concept of lexical priming, focusing specifically on how collocates from the corpus prime users to abandon concerns about concepts like consent and privacy. My work will expose this language use as a method of blackboxing information from users by exploring the use of rhetorical strategies; identifying characteristics, affordances and constraints; the impact on identity formation; and the potential for building social communities, within these digital spaces. To do this, I use AntConc software to construct a corpus comprised of the User Agreements from digital genealogical databases before applying digital rhetorical theory to my analysis. Ultimately, I show how language choices correlate with users accepting the terms of service, that word choices and phrasing maintain a direct relationship to how users form identities and construct communities in these digital spaces, and, hopefully, how the data generated on these sites might be used (un)ethically. Whether the user is a student performing a school project, a parent searching out a child previously put up for adoption, a police agency uploading DNA to identify a criminal, or a health insurance company seeking additional data to set premiums, we must work to ensure users consider the critical literacies needed to navigate these sites—and that begins with understanding the User Agreement.
Illinois State University Grassroots Writing Program Award, 2018
I was nominated by peers from my cohort for this programmatic recognition. The nomination and win were a result of my work to create inclusive, open spaces to discuss and hone pedagogy for Writing Program courses focused on writing across the disciplines and writing for business and government organizations. This recognition also includes a financial award.
Fellowships
Computes and Composition Digital Press Fellowship, 2019-2020
Founded in 2007 by Gail E. Hawisher and Cynthia L. Selfe, Computers and Composition Digital Press publishes peer-reviewed digital projects with the intellectual contribution of a book. Press titles have been recognized with the Computers and Composition Distinguished Book Award, CCCC Lavender Rhetorics Award for Excellence in Queer Scholarship, the CCCC Advancement of Knowledge Award, and the 2013 CCCC Research Impact Award. The Press is committed to open access scholarship, and all press titles are available online through ccdigitalpress.org.
CCDP Digital Fellows assist in the creation of digital materials to promote Press titles and initiatives for the 2019 – 2020 academic year. Duties may include conducting interviews with CCDP authors, contributing to the CCDP Scholar Electric Blog, serving as CCDP Ambassadors at professional conferences, soliciting book reviews of CCDP titles, contributing to CCDP social media initiatives, collaborating with the Promotions & Social Media Editor on other projects
This was a one-year appointment with the possibility of renewal for an additional year. This was a volunteer role; however, this position gave me experience working with a leading digital press, connecting with scholars in the field, and gaining early access to upcoming scholarship. As a Fellow I had the opportunity to publish on their work with CCDP in collaboration with the Promotions and Social Media Editor.
I produced a podcast as for the CCDP during my Fellowship titled, What Does It Mean To Participate? A Podcast With the Authors of The Rhetoric of Participation.
Founded in 2007 by Gail E. Hawisher and Cynthia L. Selfe, Computers and Composition Digital Press publishes peer-reviewed digital projects with the intellectual contribution of a book. Press titles have been recognized with the Computers and Composition Distinguished Book Award, CCCC Lavender Rhetorics Award for Excellence in Queer Scholarship, the CCCC Advancement of Knowledge Award, and the 2013 CCCC Research Impact Award. The Press is committed to open access scholarship, and all press titles are available online through ccdigitalpress.org.
CCDP Digital Fellows assist in the creation of digital materials to promote Press titles and initiatives for the 2019 – 2020 academic year. Duties may include conducting interviews with CCDP authors, contributing to the CCDP Scholar Electric Blog, serving as CCDP Ambassadors at professional conferences, soliciting book reviews of CCDP titles, contributing to CCDP social media initiatives, collaborating with the Promotions & Social Media Editor on other projects
This was a one-year appointment with the possibility of renewal for an additional year. This was a volunteer role; however, this position gave me experience working with a leading digital press, connecting with scholars in the field, and gaining early access to upcoming scholarship. As a Fellow I had the opportunity to publish on their work with CCDP in collaboration with the Promotions and Social Media Editor.
I produced a podcast as for the CCDP during my Fellowship titled, What Does It Mean To Participate? A Podcast With the Authors of The Rhetoric of Participation.
Grant-Funded Projects
2023-2024 TAMUC Presidential Graduate Assistant Researcher Initiative
The GAR assists the Digital Rhetorical Privacy Collective (DPRC) (drpcollective.com) Advisory Board, led by Dr. Charles Woods, in efforts to expand the DRPC’s digital footprint in the wake of the DRPC winning a national grant from the National Council of Teachers of English (NCTE) Conference on College Composition and Communication (CCCC) in February 2023. The GAR contributes to the development of DRPC resources afforded by the Emerging Researcher Award, which allows the DRPC to identify and cultivate community partnerships (non-profits) in Commerce as well as East Texas in a way which benefits the mission of the non-profit and the university (TAMUC), and impacts the larger community. The GAR assists the preliminary planning , including learning about grant writing and intra-institutional communication, for a DRPC Lab on the campus of TAMUC, which is an ultimate goal of the DRPC. The GAR creates social media posts and other digital content to post on state- and institution-approved social media platforms and the DRPC website. Additionally, the GAR assists in the creation, development, and production of DRPC resources funded by the NCTE-CCCC grant with the goal of merging academic and public discourse on the timely topic of digital privacy. The experience working with the DRPC will benefit to students graduate education and future research by providing innovative opportunities to engage in cutting-edge research concerning digital privacy, an emerging topic in the academy and sector within the technology industry. Information from TAMUC: The primary goal of the Presidential GAR Initiative is to recruit new students to the university. We have created a policy uniquely for this award that you do not need to post the position, and you may offer it to a student of your choosing. Another goal is to increase external funding for research. To that end, TAMUC stands ready to help with finding and applying for grants for further research.
Community-Business Change Project, 2019-2020
This project was funded by a 2019 Grassroots Writing Program Grant. This competitive, program-wide grant allowed my ENG 145.13 class to produce the Community-Business Change Project and hold an end-of-semester symposium.
Our project included producing The Change Project: Building a Community-Business Alliance Symposium which took place on December 3, 2019, in the Stevenson Hall 133, The Writing Program Suite from 9:35am-10:50am. The Change Project: Building a Community-Business Alliance challenged students to work in groups to create non-profit entities with the mission of supporting some aspect of the local community. How each group defined community was up to them, but each group was encouraged to be working to support a community of which they are a member. This might include working to solve a local, on-campus issue, or an issue which permeates across higher education. Each group had multiple deliverables for this project, including constructing a business plan and an informal report detailing the project, collaboration, and results. For The Change Project: Building a Community-Business Alliance Symposium, each group was tasked with producing a tri-fold poster presentation which details their endeavor and creating some sort of promotional material. During this project, we embodied what it means to be writer-researchers living, working, and writing in the world. Students were researching through hands-on experience how to develop and execute a non-profit organization which might fill a gap in the Bloomington-Normal community. While students really were performing as writer-researchers in this regard, other aspects of ISU Writing Program learning outcomes were foregrounded, including the importance of multimodality in project design. However, the most important aspect of The Change Project: Building a Community-Business Alliance project was not the writing, researching, or multi-modal component; instead, the most critical aspect was the community-engagement aspect of the project. While students were tasked with developing an organization the technologies that would positively impact the ISU community or the communities of Bloomington-Normal. In that regard, students produced projects which focused on propelling student intervention in environmental redemption, developing a potential program to aid in addressing food scarcity in the area, and developing resources to expand education concerning financial education for young people. The culmination of our hard work on this project was the The Change Project: Building a Community-Business Alliance Symposium, which displayed all of the student projects produced. Attendance at this event was exceptional, with many ISU Writing Program instructors, administrators, and students attending. For this project, we embodied what it means to be writer-researchers working in the world, but we also embodied what it means to be community-engaged citizen writers. Students learned a bit about literacy and technology, sure, but they also learned how to be responsible team members and proactive community members—an essential aspect to success as a student and a writer in the world.
The GAR assists the Digital Rhetorical Privacy Collective (DPRC) (drpcollective.com) Advisory Board, led by Dr. Charles Woods, in efforts to expand the DRPC’s digital footprint in the wake of the DRPC winning a national grant from the National Council of Teachers of English (NCTE) Conference on College Composition and Communication (CCCC) in February 2023. The GAR contributes to the development of DRPC resources afforded by the Emerging Researcher Award, which allows the DRPC to identify and cultivate community partnerships (non-profits) in Commerce as well as East Texas in a way which benefits the mission of the non-profit and the university (TAMUC), and impacts the larger community. The GAR assists the preliminary planning , including learning about grant writing and intra-institutional communication, for a DRPC Lab on the campus of TAMUC, which is an ultimate goal of the DRPC. The GAR creates social media posts and other digital content to post on state- and institution-approved social media platforms and the DRPC website. Additionally, the GAR assists in the creation, development, and production of DRPC resources funded by the NCTE-CCCC grant with the goal of merging academic and public discourse on the timely topic of digital privacy. The experience working with the DRPC will benefit to students graduate education and future research by providing innovative opportunities to engage in cutting-edge research concerning digital privacy, an emerging topic in the academy and sector within the technology industry. Information from TAMUC: The primary goal of the Presidential GAR Initiative is to recruit new students to the university. We have created a policy uniquely for this award that you do not need to post the position, and you may offer it to a student of your choosing. Another goal is to increase external funding for research. To that end, TAMUC stands ready to help with finding and applying for grants for further research.
Community-Business Change Project, 2019-2020
This project was funded by a 2019 Grassroots Writing Program Grant. This competitive, program-wide grant allowed my ENG 145.13 class to produce the Community-Business Change Project and hold an end-of-semester symposium.
Our project included producing The Change Project: Building a Community-Business Alliance Symposium which took place on December 3, 2019, in the Stevenson Hall 133, The Writing Program Suite from 9:35am-10:50am. The Change Project: Building a Community-Business Alliance challenged students to work in groups to create non-profit entities with the mission of supporting some aspect of the local community. How each group defined community was up to them, but each group was encouraged to be working to support a community of which they are a member. This might include working to solve a local, on-campus issue, or an issue which permeates across higher education. Each group had multiple deliverables for this project, including constructing a business plan and an informal report detailing the project, collaboration, and results. For The Change Project: Building a Community-Business Alliance Symposium, each group was tasked with producing a tri-fold poster presentation which details their endeavor and creating some sort of promotional material. During this project, we embodied what it means to be writer-researchers living, working, and writing in the world. Students were researching through hands-on experience how to develop and execute a non-profit organization which might fill a gap in the Bloomington-Normal community. While students really were performing as writer-researchers in this regard, other aspects of ISU Writing Program learning outcomes were foregrounded, including the importance of multimodality in project design. However, the most important aspect of The Change Project: Building a Community-Business Alliance project was not the writing, researching, or multi-modal component; instead, the most critical aspect was the community-engagement aspect of the project. While students were tasked with developing an organization the technologies that would positively impact the ISU community or the communities of Bloomington-Normal. In that regard, students produced projects which focused on propelling student intervention in environmental redemption, developing a potential program to aid in addressing food scarcity in the area, and developing resources to expand education concerning financial education for young people. The culmination of our hard work on this project was the The Change Project: Building a Community-Business Alliance Symposium, which displayed all of the student projects produced. Attendance at this event was exceptional, with many ISU Writing Program instructors, administrators, and students attending. For this project, we embodied what it means to be writer-researchers working in the world, but we also embodied what it means to be community-engaged citizen writers. Students learned a bit about literacy and technology, sure, but they also learned how to be responsible team members and proactive community members—an essential aspect to success as a student and a writer in the world.
Make-It Space Project Symposium, 2018-2019
This competitive, program-wide grant allowed my ENG 145 class to partner with Milner Library Make It Space to utilize the space and hold an end-of-semester symposium.
Throughout our project, which included using ISU Milner Library Make It Space technologies and then producing a the Make It Space Project Symposium featuring student projects, success was defined by understanding the activity system(s) surrounding each technology and the literacies needed for users to utilize each technology effectively. For this project, 17 students and the instructor collaborated for the final six weeks of the semester to utilize the Milner Library Make It Space, generate 8 group projects which positively impact the ISU community or the communities of Bloomington-Normal, and produce the Make It Space Project Symposium. During this project, we embodied what it means to be writer-researchers living, working, and writing in the world. Students were researching through hands-on experience how to use digital technologies such as 3D printing computer aided design programs and analog technologies book binders and die cutters. Students were tasked with a great deal of writing, including taking field notes cataloging their experiences and then creating texts and images to produce their poster presentation for the Make It Space Project Symposium. While students really were performing as writer-researchers in this regard, other aspects of ISU Writing Program learning outcomes were foregrounded, including the importance of multimodality in project design. Moreover, aspects of CHAT helped us define the parts of the activity systems in which we were working. However, the most important aspect of the Make It Space project was not the writing, researching, or multi-modal component; instead, the most critical aspect was the community-engagement aspect of the project. While students were tasked with researching Make It Space technologies and writing about their experiences, the object of production, that is, what they produced using the technologies, was required to positively impact the ISU community or the communities of Bloomington-Normal. In that regard, students produced projects which focused on propelling student intervention in environmental redemption, developing a potential program to aid in domestic animal adoption, and developing resources to expand education concerning rape culture on university campuses. The culmination of our hard work on this project was the Make It Space Project Symposium, which displayed all of the student projects produced. Attendance at this event, which was held on April 26, 2019, from 10:00am-11:00am in the Writing Program Suite, was exceptional, with many ISU Writing Program instructors, administrators, and entire sections of classes attending. Multiple Milner Library administrators in the form of library Deans and IT officials, who helped make this project possible, attended as well. For this project, we embodied what it means to be writer-researchers working in the world, but we also embodied what it means to be community-engaged citizen writers. Students learned a bit about literacy and technology and the makerspace movement, sure, but they also learned how to be responsible team members and proactive community members—an essential aspect to success as a student and a writer in the world.
This competitive, program-wide grant allowed my ENG 145 class to partner with Milner Library Make It Space to utilize the space and hold an end-of-semester symposium.
Throughout our project, which included using ISU Milner Library Make It Space technologies and then producing a the Make It Space Project Symposium featuring student projects, success was defined by understanding the activity system(s) surrounding each technology and the literacies needed for users to utilize each technology effectively. For this project, 17 students and the instructor collaborated for the final six weeks of the semester to utilize the Milner Library Make It Space, generate 8 group projects which positively impact the ISU community or the communities of Bloomington-Normal, and produce the Make It Space Project Symposium. During this project, we embodied what it means to be writer-researchers living, working, and writing in the world. Students were researching through hands-on experience how to use digital technologies such as 3D printing computer aided design programs and analog technologies book binders and die cutters. Students were tasked with a great deal of writing, including taking field notes cataloging their experiences and then creating texts and images to produce their poster presentation for the Make It Space Project Symposium. While students really were performing as writer-researchers in this regard, other aspects of ISU Writing Program learning outcomes were foregrounded, including the importance of multimodality in project design. Moreover, aspects of CHAT helped us define the parts of the activity systems in which we were working. However, the most important aspect of the Make It Space project was not the writing, researching, or multi-modal component; instead, the most critical aspect was the community-engagement aspect of the project. While students were tasked with researching Make It Space technologies and writing about their experiences, the object of production, that is, what they produced using the technologies, was required to positively impact the ISU community or the communities of Bloomington-Normal. In that regard, students produced projects which focused on propelling student intervention in environmental redemption, developing a potential program to aid in domestic animal adoption, and developing resources to expand education concerning rape culture on university campuses. The culmination of our hard work on this project was the Make It Space Project Symposium, which displayed all of the student projects produced. Attendance at this event, which was held on April 26, 2019, from 10:00am-11:00am in the Writing Program Suite, was exceptional, with many ISU Writing Program instructors, administrators, and entire sections of classes attending. Multiple Milner Library administrators in the form of library Deans and IT officials, who helped make this project possible, attended as well. For this project, we embodied what it means to be writer-researchers working in the world, but we also embodied what it means to be community-engaged citizen writers. Students learned a bit about literacy and technology and the makerspace movement, sure, but they also learned how to be responsible team members and proactive community members—an essential aspect to success as a student and a writer in the world.
Grants
Texas A&M University Commerce Office of the President
2023-2024 Presidential GAR Initiative, $16,666
2023-2024 Presidential GAR Initiative, $16,666
Conference on college Composition and Communication
CCCC Emergent Researcher Award, $1,772.00
CCCC Emergent Researcher Award, $1,772.00
East Carolina University
Harriot College Inclusive Teaching Onboarding Program, $1,500.00
Harriot College Inclusive Teaching Onboarding Program, $1,500.00
Illinois State University
2020 ISU Graduate Student Grant (CARES): $500.00
2020 College of Arts & Sciences Student Travel Grant: $250.00
2020 English Department Graduate Student Travel Grant: $175.00
2019 Illinois State University Grassroots Writing Program Grant (Fall): $100.00
2019 Illinois State University Grassroots Writing Program Grant (Spring): $100.00
2019 College of Arts & Sciences Student Travel Grant: $250.00
2019 English Department Graduate Student Travel Grant: $200.00
2018 College of Arts & Sciences Student Travel Grant: $250.00
2017 English Department Graduate Student Travel Grant: $200.00
Computers & Writing Conference
2019 Graduate Research Network at Computers & Writing Conference Travel Grant: $63.00
2018 Graduate Research Network at Computers & Writing Conference Travel Grant: $135.00
ATTW Conference
2019 Research Methods & Methodologies Workshop Scholarship, $200.00