sandrajamieson.net - Sandra Jamieson | Director of Writing Across the Curriculum & Professor of English, Drew University

Description: Sandra Jamieson is the Director of Writing Across the Curriculum at Drew University, overseeing the course-embedded undergraduate Writing Fellows Program that anchors Drew's vertical writing curriculum.  She teaches in the Writing and Communication Studies track of the English major, including authorship studies, digital writing, writing for Wikipedia, travel writing, Intro. to Writing & Communication Studies, WAC…

Example domain paragraphs

Sandra Jamieson  is the Director of Writing Across the Curriculum at Drew University, overseeing the course-embedded undergraduate  Writing Fellows Program  that anchor’s Drew’s vertical writing  program. At the undergraduate level, she  teaches in the Writing and Communication Studies emphasis of the English major, including writing for social media, website and blog design, writing for Wikipedia, authorship, travel writing, writing theory, and writing tutor pedagogy. At the graduate level, she teaches in

Recent publications include “ The AI “Crisis” and a return to pedagogy. ” (in  Composition Studies 50.3);  “Developing and Managing Collaborative Scholarly Projects” (with Rebecca Moore Howard) in MLA’s Publishing and Scholarly Communication in the Humanities  p. 38-49. MLA (2022); “ What the Citation Project Tells Us About Information Literacy in College Composition ” in  Information Literacy: Research and Collaboration across Disciplines   (co-edited with Barbara D’Angelo, Barry Maid, & Janice R. Walker);

She is a principal investigator in the  Citation Project –a collaborative, multi-site, data-based study of college students’ use of sources in researched writing. She is also a co-researcher and US coordinator on a seven-year international research project exploring the ways college students select and use digital sources in written texts–in French and English (Partenariat universitaire sur la prévention du plagiat [PUPP]) funded by a Partnership Grant from the the Canadian Social Sciences and Humanities Re