Books
Read, Reason, Write: An Argument Text and Reader. 13th ed. McGraw-Hill, 2023. With Dorothy U. Seyler.
Read, Reason, Write unites instruction in critical reading and analysis, argument, and research strategies with a rich collection of readings that provide both practice for these skills and new ideas and insights for readers.
Read, Reason, Write is committed to showing students how reading, analytic, argumentative, and research skills are interrelated and how these skills combine to develop each student's critical thinking ability. Read the flip book for 13e.
Commitment to Justice in Jesuit Higher Education, 3rd ed. Apprentice House, 2016. Co-edited with Paola Pascual-Ferrá.
For this new edition, members of the Loyola community were asked to reflect on the question, “How do you live justice at Loyola?” The book includes more than 30 reflections from administrators, faculty, staff, alumni, and current students. In his essay for the book, Rev. Brian F. Linnane, S.J., president of Loyola, writes, “Living justice at Loyola requires a promise to question situations where people are left behind, and a commitment to use one’s talents to serve.”
Partners in Literacy: A Writing Center Model for Civic Engagement. Rowman & Littlefield, 2016. With Jaclyn M. Wells.
Partners in Literacy describes the process, research, relationships, and theories that guided a three-year partnership between the Purdue University Writing Lab and two community organizations in Lafayette, Indiana: the Lafayette Adult Resource Academy and WorkOne Express.
This partnership resulted in a new section of the globally known Purdue Online Writing Lab (OWL): the Community Writing and Education Station (CWEST), which featured adult literacy resources in the areas of GED preparation, English as a Second Language, and job search literacy. Using an empirical and iterative design process, the authors worked closely with their community partners to develop, test, revise, and launch these resources.
Articles, Book Chapters, and Other Academic Projects
Works in Progress
“Theorizing Public Digital Humanities.” In this article, I discuss the theoretical underpinnings of the digital public humanities project The Baltimore Story: Learning and Living Racial Justice and The Saint Louis Story: Learning and Living Racial Justice. The piece examines how participants collaborated using interstitial knowledge building as posited by Derrida. The article also discusses Asen’s discursive citizenship and networked public spheres to frame my model of civic engagement, PIER: participatory, iterative, empirical, and resilient. Conditional acceptance for the special issue of PMLA on public humanities.
“Antiracist Work in Writing Program Administration and Writing Across the Curriculum.” In this book chapter, I explain the antiracist and equity-focused initiatives that I have completed at Saint Louis University as part of the new Core curriculum. As the inaugural Writing Across the Curriculum director, I have initiated cross-campus, cross-disciplinary team building, faculty development, and writing-intensive course assessment in addition to launching a digital public humanities project that fosters antiracist and equity-focused college-community collaboration: The Saint Louis Story: Learning and Living Racial Justice. Submitted for peer review.
Via Media: The Rhetoric of the Middle Way in Isocrates, Queen Elizabeth I, and the Anglican Church. This book project explores the influence of the Greek philosopher Isocrates on the writing and policies of Queen Elizabeth I and her ability to find common ground between British Catholics and Protestants to further develop the Anglican Church. With today’s polarized politics and society, this project is timely and valuable because it discusses ways to bridge belief systems using rhetorical theory, writing pedagogy, and praxis. A unique feature of this project are the models used to analyze the works of Isocrates and Queen Elizabeth I: to code and analyze text, I use digital computation, and I use grounded theory as outlined by Strauss and Corbin, an approach originally developed for coding and analyzing qualitative data in the social sciences. Research in progress.
“The Baltimore Story: Learning and Living Racial Justice, A Longitudinal Study.” This article presents findings from a three-year community-based research study on the outcomes of using a digital Humanities project as a hub for anti-racist middle school curricula. With Stephanie Flores-Koulish, RaShawna Sydnor, and Stephanie Hurter Brizee. Research in progress.
Technical Communication for Workplace Success. This technical communication textbook uses the equity-focused approach for content and process that will help entry-level writing students and their instructors succeed in today’s diverse working environments. With Josephine Walwema. Under peer review.
Published
“The Saint Louis Story: Learning and Living Racial Justice” Public Digital Humanities project with Stephanie Hurter Brizee and Colten Biro, my service-learning students, and the community members of St. Louis. Funded in 2023 by an $8,000 Beaumont Award.
“John W. O’Malley as a Guide for Eloquentia Perfecta, Community-Engaged Work, and Graduate Education.” Jesuit Higher Education: A Journal vol 11, no. 2, Article 12, December 2022. With Stephanie Hurter Brizee, Colten Biro, Meha Gupta. Peer-reviewed journal.
“John W. O’Malley: Scholar of Eloquence and Eloquent Scholar.” Jesuit Higher Education: A Journal vol. 11, no. 2, Article 11, December 2022. With Cinthia Gannett and John Brereton. Peer-reviewed journal.
“Reimagining the Humanistic Tradition: Using Isocratic Philosophy, Ignatian Pedagogy, and Civic Engagement to Journey with Youth and Walk with the Excluded.” Jesuit Higher Education: A Journal 11.1 (2022): 2-25. Single author. Peer-reviewed publication.
“Living, Learning, Serving: Outcomes of Combining a Living-Learning Program with Service-Learning Courses.” Jesuit Higher Education: A Journal 11.1 (2022), 51-74. With Kate Figiel-Miller and Marianna E. Carlucci. Peer-reviewed publication.
“The Baltimore Story.” Digital/Public Humanities project with Stephanie Hurter Brizee, my service-learning students, and the community members of Baltimore City. Funded in 2021 by a $30,000 McCarthey Dressman Education Foundation grant.
“What Happens When We Fail?: Building Resilient Community-Based Research.” Journal of Technical Writing and Communication 50.4 (2020): 339-375. Single author. Peer-reviewed publication.
“High-Impact Civic Engagement: Outcomes of Community-Based Research in Technical Writing Courses.” Journal of Technical Writing and Communication 50.3 (2020): 224-251. With Paola Pascual-Ferrá and Giuliana Caranante. Peer-reviewed publication. A Top Paper Award in Civic Engagement, 2017 National Communication Association Convention.
"Engaged Scholarship: Using Iterative Design and Empirical Methods to Guide Community Work in Baltimore." Response to Conversations on Jesuit Higher Education 53 (2018). Invited publication.
“Using Isocrates to Teach Technical Communication and Civic Engagement.” Journal of Technical Writing and Communication 45.2 (2015): 134-165. Single author. Peer-reviewed publication.
“Cross-Disciplinary Collaboration: Fostering Professional Communication Skills in a Graduate Accounting Certificate Program.” Across the Disciplines: A Journal of Language, Learning, and Academic Writing 11.1 (2014). With Joe Langmead. Peer-reviewed publication.
“Toward Participatory Civic Engagement: Findings and Implications of a Three-Year Community-Based Research Study.” Computers and Composition: An International Journal 32 (2014): 22-40. Single author. Peer-reviewed publication.
“Eloquentia Perfecta in a Digital Age: A New Media Legacy of Jesuit Education.” Conversations on Jesuit Higher Education 43 (2013). With Jenn Fishman. Invited publication.
“Writing Centers and Students with Disabilities: the User-Centered Approach, Participatory Design, and Empirical Research as Collaborative Methodologies.” Computers and Composition: An International Journal 29.4 (2012): 341-366. With Morgan Sousa and Dana Driscoll. Peer-reviewed publication.
“The Engaged Dissertation: Three Points of View,” in Collaborative Futures: Critical Reflections on Publicly Active Graduate Education. Syracuse, NY: Graduate School Press, Syracuse U. 2012. With Linda Bergmann and Jaclyn Wells. Peer-reviewed publication.
Dissertation Project: The Community Writing and Education Station, 2010. With Jaclyn Wells
“Usability Research in the Writing Lab: Sustaining Discourse and Pedagogy.” Computers and Composition: An International Journal 26.2 (2009): 107-121. With Michael Salvo, Jingfang Ren, and Tammy Conard-Salvo. Peer-reviewed publication.
“Stasis Theory as a Strategy for Workplace Teaming and Decision Making.” Journal of Technical Writing and Communication 38.4 (2008): 363-385. Nominated for the 2009 NCTE Scientific and Technical Communication Award. Single author. Peer-reviewed publication.
"Usability Research and User-Centered Theory for 21st Century OWLs” in The Handbook of Research on Virtual Workplaces and the New Nature of Business Practices. Hershey, PA: Idea Group Publishing, 2008. With Dana Driscoll, Michael Salvo, and Morgan Sousa. Peer-reviewed publication.
Review of Web Accessibility: Web Standards and Regulatory Compliance by Jim Thatcher et al. Technical Communication, Journal of the Society for Technical Communication 54.2 (2007): 254-256. Single author. Peer-reviewed publication.
Purdue OWL Usability Research Project, 2007. With Michael Salvo, Dana Driscoll, Morgan Sousa, and Jo Doran.