Birt, J., & 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., & 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
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.
Other Publications from Campus Writing Program