FEATURED FACULTY in Order of Appearance on the Zoom:

• May 1st:

  • Keely Floyd

  • Luiz Ricardo-Kabbach

  • Amy Johnson

• May 8th:

  • Anneka Scott

  • Dawn Holder

  • Kevin Yancey

  • Andrew Findley

  • Sarah Layden

  • Sara Bangert

  • Wendy Vogt

  • Ian Webb

FEATURED FACULTY in Order of Appearance on the Zoom:

• Audrey Ricke

• Trevor Potts

• Beth Goering

• Carolyn Runge

• Rodney Smith

• Todd Shelton

• Liz Wager

• Megan Musgrave

• Patricia Turley

• Michelle Greene

If the window above does not play for you, CLICK the IU.Kaltura linke below TO ACCESS RECORDING:

https://iu.mediaspace.kaltura.com/media/t/1_s8rd94an

_________________________________

Kathleen Blake Yancey is the Kellogg W. Hunt Professor of English at Florida State University in the rhetoric and composition program. 

Dr. Yancey was Chair, Past Chair, Associate Chair, and Assistant Chair of the  Conference on College Composition and Communication (affectionately known as 4Cs) and previous Editor of the premier Rhet/Comp journal College, Composition, and Communication. She also served as Vice President, President Elect, and President of NCTE, the National Council of Teachers of English [2007-2009].

2010 interview in WAC comments on her “irresistible laugh that commands both startled attention and contagious participation . . . Kathi’s modesty insists that many of her contributions have had more to do with luck than intentional planning, the truth is that Kathi’s scholarship matters, along with her formidable contributions as a citizen of higher education.”

In that same interview, Dr. Yancey pointed to the experience that caused her to introduce a portfolio model in her composition courses—a model that has become ubiquitous in composition courses. Dr. Yancey recalled: “I took a course in German for my language for the PhD, and the course grade was determined completely by how well you did on the final test. So in my case, the first test grade I received—an F —didn’t count against me: I got an A on the final and an A for the course. What the professor was interested in, I understood, was how well we performed at the end of the course rather than throughout it, so given that aim, averaging grades was inappropriate.” She introduced this portfolio model in her writing classes, where the grade was informed by student work over time which culminated in a portfolio; the portfolio encompased the majority of the course points in this system. Dr. Yancey helped chart the course for portfolios in composition, for the use of reflection as a key component of assessment, and ePortfolios as a metacognative tool for reflection and assessment which also supports and fosters learning over time.