Scholarship
William Least Heat~Moon (2008) writes, “A genuine road book should open unknown realms in its words as it does in its miles. If you leave a journey exactly who you were before you departed, the trip has been much wasted, even if it’s just down to the quiky mart” (p. 10). Though written about travel books, I see this statement to be true of my academic perspective and of my approach to research and scholarship. Each opportunity I have had to teach and to play other roles has left me in a different place and with a different perspective. I view each class or appointment as a chance to build, learn, and study life in the academic world. I enjoy participating in the greater scholarly community and conducting both formal and informal research projects.
This has not always been the case. I used to try and stay away from what I thought was research. I did my best to avoid anything that didn’t take place in the classroom or in my administrative capacities. That is until I realized that what I was doing in the classroom as a WPA is a form of research. When I asked students what worked and what didn’t work, that was research.
Since then I have been more formally involved in the scholarly community. I never dreamed that I would come to value research opportunities as much as do. I have developed a research agenda that centers on writing assessment, teaching, and the way students learn to write. This research agenda acknowledges that all things are very contextual and represent a balance of social influence and individual perception and histories.
Recent Publications
Forthcoming:
Schnieder and Tinklenberg. “The Representation of Masculinity and Blame in Discussions of Domestic Violence in the NFL” in Critical Perspectives on Gender and Sport.
2016:
Tinklenberg and Schnieder. “Home and Away: The Representation of Masculinity and Blame in Discussions of Domestic Violence in the NFL” Journal of Sporting Cultures and Identities 7/3, September 2016, pp. 31-40.
2015:
Bunker and Schnieder. “Writing Across the Curriculum in a Human Physiology Class to Build Upon and Expand Content Knowledge” The Athens Journal of Education http://www.athensjournals.gr/education/2015-2-4-3-Bunker.pdf
2014:
“IRB as Friend not Foe” Anecdote. Scholarly Publication in a Changing Landscape: Models for Success. Ed. Lynée Lewis Gaillet and Letizia Guglielmo. New York: Palgrave Macmillan, 2014. Print.
Tinklenberg and Schnieder. “Active Changes in Monolithic Masculinities” Masculinities: A Journal of Identity and Culture. 1 (Jan to June 2014) http://masculinitiesjournal.files.wordpress.com/2012/10/masculinities-journal_issue11.pdf
2010:
“And the Crowd Goes Wild: Fan Participation as Epideictic Rhetoric” The International Journal of Sport and Society 1(1)*
“Flowing or Fauxing: The Benefits of Activity Theory as a Research Methodology for Writing Assessment” International Conference of Education, Research, and Innovation Proceedings
- received International Award for Excellence from the International Journal of Sport and Society
Recent Workshops and Conference Presentations
2017:
“The Role of Active Learning and Reflective Writing in Promoting Religious Understanding” AAC&U Diversity, Learning, and Student Success, Jacksonville, FL, March 16 with Jessica Tinklenberg.
2016:
“Faculty Development and Assessment with Regard to FYS and WAC” Conference on College Composition and Communication, Houston, TX, April 17 with Jessica Tinklenberg
2015:
“Home and Away: The representation of Masculinity and Blame in Discussions of Domestic Violence in the NFL” Sport and Society, Toronto, Canada, with Jessica Tinklenberg.
“Writing Across the Curriculum (WAC) in a Human Physiology Class to Build Upon and Expand Content Knowledge” Annual International Conference on Biology: Athens, Greece, June 22, with Aaron Bunker.
2014:
“’Running Over the Same Old Ground’ Automated Essay Scoring” International Writing Across the Curriculum Conference, Minneapolis MN, June 2014.
“You Can’t Tell Me How to Write – Reconceptualizing Student Resistance in the Classroom ” College Composition and Communication, Indianapolis, IN, March 21.
“Independent Writing Units: Exploring Options” Collaborative Workshop for Conference on College Composition and Communication, Indianapolis, IN, March 19, with Justin Everett, Barry Maid, Cindy Moore, J. Blake Scott, Peter Vandenberg, and Leslie Werden.
2013:
“Actor-Oriented Research and Actor-Negotiated Transfer: A More Complete View” for Canadian/US Regional Meeting: Quebec City, CA, July 2, 2013.
2012:
“Literacy Transfers? The Ifs and Hows of What We Teach” for Council of Writing Program Administrators Conference: Albuquerque, NM, July 20, 2012.
“Expanding Research to Illuminate Transfer Across the Curriculum” for International Writing Across the Curriculum Conference: Savannah, GA, June 7, 2012.
“Focused Coding for a Study of Transfer” Collaborative Presentation for Qualitative Research Network: St. Louis, Missouri, March 21, 2011 with Leslie Werden and David Elder.
2011:
“Expanding Conceptions of Writing-skills Transfer: Addressing Student Decisions through Expansive Cycles and Learning” International Society for Cultural and Activity Research: Rome, Italy, September 5, 2011.
“Herding the When and Where: Maintaining a Longitudinal Study of Writing” Collaborative Presentation for Qualitative Research Network: Atlanta, Georgia, April 6, 2011 with Leslie Werden and David Elder.
2010:
“Flowing or Fauxing: The Benefits of Activity Theory as a Research Methodology for Writing Assessment” Virtual presentation for the International Conference of Education, Research and Innovation; Madrid, Spain, November 15-17, 2010.
“And the Crowd Goes Wild: Fan Participation as Epideictic Rhetoric” Virtual presentation for The International Conference on Sport and Society; Vancouver, Canada, March 8-10, 2010.