Author: Kurt Austin

February 2020 CCC (71.3) Episode 4: “On Implementing Feminist Theory in the Writing Classroom without Naming It”
A conversation with Cassandra Woody, author of “Re-Engaging Rhetorical Education through Procedural Feminism: Designing First-Year Writing Curricula That Listen” (8:27)

CCC February 2020 Podcast Episode Transcripts

Cassandra Woody is an assistant teaching professor in the First-Year Composition Department at the University of Oklahoma, where she coauthored the first-year composition curriculum. Her research interests include feminist rhetorics, feminist writing program administration, rhetorical theory, and composition studies. Her area of focus is currently housed within first-year composition. As a researcher and teacher, she is concerned with the way rhetorics and the teaching of them may move students to recognize power, privilege, and the fluidity of one’s subject position within rhetorical negotiations.

February 2020 CCC (71.3) Episode 3: “Design Thinking as a Process of Learning beyond Success or Failure”
A conversation with Scott Wible, author of “Using Design Thinking to Teach Creative Problem Solving in Writing Courses” (8:43)

CCC February 2020 Podcast Episode Transcripts

Scott Wible is an associate professor in the English Department, director of the Professional Writing Program, and a faculty fellow in the Academy for Innovation & Entrepreneurship at the University of Maryland, College Park.

February 2020 CCC (71.3) Episode 2: “Why We Need to Talk about Self-Care in Rhetoric and Composition”
A conversation with Dana Lynn Driscoll, S. Rebecca Leigh, and Nadia Francine Zamin, authors of “Self-Care as Professionalization: A Case for Ethical Doctoral Education in Composition Studies” (15:36)

CCC February 2020 Podcast Episode Transcripts

Dana Lynn Driscoll is a professor of English at Indiana University of Pennsylvania, where she directs the Kathleen Jones White Writing Center and teaches in the Composition and Applied Linguistics doctoral program. She currently serves as coeditor for the open-source first-year writing textbook series Writing Spaces, which offers free readings and instructional materials for composition courses. She has published widely on writing transfer, learning theory, writing centers, and research methods and has offered plenary addresses and workshops around the globe. Her coauthored 2012 article with Sherry Wynn Perdue won the IWCA’s Outstanding Article Award.

S. Rebecca Leigh is a professor in the Department of Reading and Language Arts at Oakland University in Rochester, MI. Her research interests include multiple ways of knowing, writing, teacher, and doctoral education. Her current research focuses on how access to art serves as a pathway to literacy learning and its impact on students as writers. Her work has appeared in Language Arts, English Journal, and Journal of Adolescent and Adult Literacy. Leigh can be reached at leigh23@oakland.edu.

Nadia Francine Zamin is an assistant professor of the practice at Fairfield University. Her academic work centers around supporting faculty teaching writing across the curriculum, mindfulness interventions in composition, and writing program assessment, while her research is concerned with the cultures surrounding learning and on the creation of healthy and sustainable learning and composing environments for student and faculty writers. Her work has also appeared in Across the Disciplines.

February 2020 CCC (71.3) Episode 1: “From Dissertation to a Journal Article”
A conversation with Antonio Byrd, author of “‘Like Coming Home’: African Americans Tinkering and Playing toward a Computer Code Bootcamp” (10:36)

CCC February 2020 Podcast Episode Transcripts

Antonio Byrd is an assistant professor of English at the University of Missouri-Kansas City. He teaches Black/African American literacy histories, digital rhetoric, multimodal composition, and professional and technical writing. Byrd researches how Black/African American adults learn and use computer programming to address racist policies and create sustainable futures for their communities. His work has appeared in Literacy in Composition Studies.

A conversation with Rachael W. Shah, author of “The Courage of Community Members: Community Perspectives of Engaged Pedagogies” (13:51).

Rachael W. Shah is an assistant professor of English at University of Nebraska–Lincoln, where she teaches graduate and undergraduate courses in community literacy, public rhetoric, and teacher education. Her current book project explores community perspectives of university-community partnerships. Former director of the Wildcat Writers program, she now coordinates a similar program called Husker Writers in Nebraska.

A conversation with Joyce Olewski Inman and Rebecca A. Powell, authors of “In the Absence of Grades: Dissonance and Desire in Course-Contract Classrooms” (12:59).

Joyce Olewski Inman is an assistant professor of English and director of composition at The University of Southern Mississippi, where she teaches first-year to senior-level composition courses, as well as graduate courses on theories and pedagogies of composition. Her research interests include legal discourse analysis, basic writing pedagogies, literacy politics, and the ways space and locale can influence writers, their identities, and their texts.

Rebecca A. Powell is an assistant professor of English at The University of Southern Mississippi, where she teaches preservice teachers and writing students. Her research interests include adolescent writing experiences, K–16 writing pedagogy, community literacy, and place studies. Current projects include researching the circulation of writing experiences through people’s lives and communities and the implications of place studies for teacher education and assessment.

A conversation with V. Jo Hsu, author of “Reflection as Relationality: Rhetorical Alliances and Teaching Alternative Rhetorics” (15:04).

V. Jo Hsu is an assistant professor of English and the associate director of the Program in Rhetoric and Composition at the University of Arkansas. Their research and teaching focus on the interrelations among identity, narrative writing, and struggles for social justice. Their current project examines intergenerational narratives among queer Asian Americans and considers what these archives can teach us about our cultural and academic institutions, as well as how they might help us envision more inclusive pedagogical theories and practices. Jo has yet to find a third-person pronoun that feels entirely like home.

A conversation with Zhaozhe Wang, author of “Relive Differences through a Material Flashback” (11:59).

Zhaozhe Wang is a doctoral candidate in the Department of English at Purdue University, where he teaches first-year writing and the graduate practicum in oral English proficiency. His research focuses on theories of difference, multilingual writers’ identity and literacy practices, second language writing, and writing assessment. His work on translingual writing has appeared in Composition Forum.

A conversation with Jerry Stinnett, author of “Using Objective-Motivated Knowledge Activation to Support Writing Transfer in FYC” (16:20).

Jerry Stinnett is assistant professor of writing at Grand Valley State University. His research, which has appeared in College English and Literacy in Composition Studies, currently focuses on the intersections of rhetorical theory, writing-related transfer, and the limits of rhetorical flexibility.

A conversation with James Rushing Daniel, author of “‘A Debt Is Just the Perversion of a Promise’: Composition and the Student Loan” (12:32).

James Rushing Daniel is a lecturer in the Interdisciplinary Writing Program at the University of Washington. His research has appeared in College English, Philosophy & Rhetoric, and Composition Studies, among other venues.