Current Publications

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 Teacher82(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