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). Retrieved from https://put the link to the resource from our CWP website here.