Birt, J. A., & Goldsmith, C. (2022). White Paper: Addressing Complexity in Writing Intensive Course Assignments. [white paper]

Cripps, M., Falconer, H., Flash, P., Fodrey, C., Galin, J., Lannin, A., Mikovits, M., Morris, K., Pinkert, L., Sheriff, S., Scheurer, E., & Rosinski, P. (2022). Behind the scenes of WAC: Pre-conference workshop. Conference on College Composition and Communication annual conference (virtual).

Lannin, A., Townsend, M., Huelsbergen, D., & Sharpe, D., (2021). Coffee, cake, and curtains: How food and ambiance helped create and still sustain a successful WAC program. Presentation at the International Writing Across the Curriculum conference (virtual recorded session).

Goldsmith, C., & Birt, J.A. (2022). Expanding reflective writing theory and practice. Invited talk at the Association of Writing Across the Curriculum Mentoring Committee (virtual).
Bader, V., & Goldsmith, C. (2022). Informal writing for health. National Health Outreach Conference, Kansas City, MO.

Birt, J.A, & Goldsmith, C. (2021). Rescuing reflection: How STEM Writing Intensive courses can leverage reflective writing for inclusive pedagogy. English Across the Curriculum Conference, The Hong Kong Polytechnic University [virtual presentation].

Goldsmith, C. (2021). Navigating pandemic teaching via individualized faculty professional development. International Journal of Multidisciplinary Perspectives in Higher Education, 6(1), 142-148. Retrieved from https://www.ojed.org/index.php/jimphe/article/view/2951

Birt, J. A., & Goldsmith, C. (2021). Rescuing Reflection: How STEM Writing Intensive Courses Can Leverage Reflective Writing for Inclusive Pedagogy. English Across the Curriculum Conference, The Hong Kong Polytechnic University [virtual presentation].

Khajeloo, M., Birt, J. A., Kenderes, E. M., Siegel, M. A., Nguyen, H., Ngo, L. T., … & Cummings, K. (2021). Challenges and Accomplishments of Practicing Formative Assessment: a Case Study of College Biology Instructors’ Classrooms. International Journal of Science and Mathematics Education, 1-18.

Lannin, A., Juergensen, R., Smith, C., Abdelnaby, H., van Garderen, D., Folk, W., Palmer, T., & Pinkston, L. (2020). Multimodal text sets to use literature and engage all learners in the science classroom. Science Scope, 20-28. Retrieved from https://www.nsta.org/science-scope/science-scope-novemberdecember-2020/multimodal-text-sets-use-literature-and-engage.

Lannin, A., & Townsend, M. (2020). Graduate student perspectives: Career development through serving as Writing-Intensive GTAs. In M. Brooks-gillies, E. Garcia, S. Kim, K. Manthey, & T. Smith (Eds.). Graduate writing across the disciplines: Identifying, teaching, and supporting (pp. 95-119). The WAC Clearinghouse; University Press of Colorado. DOI: 10.37514/ATD-B.2020.0407.2.04

Goldsmith, C. (2020). Making connections between theory and practice: Pre-service educator disciplinary literacy courses as secondary WAC initiation. In L. Bartlett, S. Tarabochia, A. Olinger, & M. Marshall (Eds.). Diverse approaches to teaching, learning, and writing across the curriculum: IWAC at 25 (pp. 75-94). The WAC Clearinghouse; University Press of Colorado. DOI: 10.37514/PER-B.2020.0360.2.05

Birt, J. A., & Siegel, M. A. (2020). Reaching Rural Students: CARE Principles to Promote Student Engagement in College Biology Courses. The American Biology Teacher, 82(1), 11-17. DOI: 10.1525/abt.2020.82.1.11

Lannin, A., Goldsmith, C., & Hayes, B. (2019). More Seats at the Table: Inclusion of Faculty Voices on a Campus Writing Board. Council of Writing Program Administrators, Baltimore, MD.

Goldsmith, C., Birt, J., & Lannin, A. (2019). Engaging Complexity in WAC/WID Assignments: Against a Dichotomous Approach to Argumentation in the Disciplines. Council of Writing Program Administrators, Baltimore, MD.

Goldsmith, C. (2019). Making connections between theory and practice: Pre-service educator disciplinary literacy courses as secondary WAC initiation. 2018 International Writing Across the Curriculum Conference Edited Collection. Manuscript in press.

Cisco, J. (2019). Using academic skill set interventions to reduce imposter phenomenon feelings in postgraduate students.  Journal of Further and Higher Education. DOI: 10.1080/0309877X.2018.1564023.

Lannin, A. & West, N.  (2017). Going Public: Teaching undergraduates how to write for broad audiences. EJournal of Public Affairs, Missouri State University and affiliated with the American Democracy Project. http://www.ejournalofpublicaffairs.org/going-public-teaching-undergraduates-write-broad-audiences/

Lannin, A., Cisco, J., Hodgson-Philbrook, J., & Philbrook, M. (2017). “How do you know that works?”: A mixed methods approach to assessing student writing in Writing Intensive courses. Council of Writing Program Administration Journal. 40.2, 52-76.

Lannin, A. & Townsend, M. (In Press).  Graduate student perspectives: Career development through serving as writing-intensive GTAs. Graduate Writing Across Disciplines: Identifying, Teaching, and Supporting. Edited by M. Brooks-Gillies, E. G. Garcia, S. H. Kim, K. Manthey, and T. G. Smith. Special issue of Across the Disciplines.

Lannin, A. & Selting, B. (2017). Overview of the University of Missouri’s Campus Writing Program. In B. Siegel Finer and J. White-Farnham. Writing Program Architecture: Thirty Cases for Reference and Research. Logan, Utah: Utah State University Press.

Taxis, T., Lannin, A., Selting, B., & Lamberson, W. (2014). Effect of making an audio recording of a term paper on writing quality. Natural Sciences Education. 43, 81-84.

Center for Advanced Social Research, University of Missouri School of Journalism. (2005). Campus Writing Program Evaluation Survey: Columbia, Missouri, 2005 (Report No. 12).

Other Publications from Campus Writing Program

• Campus Writing Program Annual Reports
• Haunted Writing Workshop 2013
• The Writery