Michele Eodice

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Michele has worked with student and faculty writers for over 20 years, first as founding director of the KU Writing Center and then as the director of the writing center at the University of Oklahoma for 13 years. Her final role before retiring was as Senior Writing Fellow, coaching faculty writers and providing feedback on manuscripts. The Meaningful Writing Project research continues, however, with a new book to be published in early 2025. meaningfulwritingproject.net

Currently she is retired and living in Lawrence, Kansas. [email protected]

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Andrej Dujella

University of Zagreb

Hemin Koyi

Uppsala University

Jana Javornik

University of East London

Graham Martin

University of Leicester

Gwen Robbins Schug

University of North Carolina at Greensboro

Gabriel Gutierrez-Alonso

University of Salamanca

John Sutton

Macquarie University

Eros Carvalho

Universidade Federal do Rio Grande do Sul

Kevin Arbuckle

Swansea University

Jesper Hoffmeyer

University of Copenhagen

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Papers by Michele Eodice

An Interview with Kenneth A. Bruffee

Writing Center Journal

Introduction to "Queering the Writing Center

Writing Center Journal

First Person Squared: A Study of Co-Authoring in the Academy

Includes bibliographical references and index.How we came to write this book -- Why study academi... more Includes bibliographical references and index.How we came to write this book -- Why study academic co-authors? -- Why call successful co-authoring feminine? -- Completion of caring: successful co-authoring as relationship -- What they do: how the co-authors view their collaborative writing process -- Co-authored scholarship and academia -- Learning to car

The Meaningful Writing Project

Meaningful Writing at Quinnipiac: A Discussion with Students and Faculty

Double Helix: A Journal of Critical Thinking and Writing, 2017

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Thermodynamics in High Rhythms and Rhymes: Creative Ways of Knowing in Engineering

2017 Fall AEE Journal, 2017

Thermodynamics is a foundational course in nearly every engineering program. In a traditional cla... more Thermodynamics is a foundational course in nearly every engineering program. In a traditional classroom, instructors focus on the analysis of thermodynamic energy systems and their application to real world contexts. Because these complex systems can be difficult to understand, some instructors encourage students to tap into their creative side and translate thermodynamics into a language they can clearly understand. In this study, the instructor of a sophomore-level engineering thermodynamics class asked students to generate a creative interpretation of Thermodynamics. The presentations were a high-energy event in rhythms and rhymes, as students presented their creative work; evaluation shows the creative interpretation helped clarify course concepts and increased students' appreciation of thermodynamics and the engineering profession. This study further investigates the relationship between students' performance on problems and final exam scores [N=147]. Results indicated that students' engagement in creative presentations contributed to their learning on the topic chosen by students in their creative entries.

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Everyday Writing Center

In a landmark collaboration, five co-authors develop a theme of ordinary disruptions (&amp;qu... more In a landmark collaboration, five co-authors develop a theme of ordinary disruptions (&amp;quot; the everyday&amp;quot;) as a source of provocative learning moments that can liberate both student writers and writing center staff. At the same time, the authors parlay Etienne Wenger&amp;#x27;s ...

Write On! A Model for Enhancing Faculty Publication

Journal of Faculty Development, 2001

After Trayvon: Voices From the Academy Respond to a Tragedy

Cultural Studies ↔ Critical Methodologies, 2015

This discussion among a community at the University of Oklahoma came from work presented at an ev... more This discussion among a community at the University of Oklahoma came from work presented at an event called “After Trayvon.” Several issues about social justice, African-American bodies, the experience of microagressions, the role and responsibility of local police, and the critical roles of history and the media were discussed in a forum with the public.

North Andover, Massachusetts, USA

A brief discussion of this co-authored proposal

The National Teaching & Learning

A model for culture change at a research I university

After almost 20 years, Angelo (2002) states that ...neither assessment nor the scholarship of tea... more After almost 20 years, Angelo (2002) states that ...neither assessment nor the scholarship of teaching has yet to make the deep and lasting impact on teaching and learning or academic culture that proponents have hoped for (p. 189). Likewise, the benefits of interdisciplinary collaboration for research and teaching seem integral to higher education; however, efforts aimed at increasing collaboration across disciplinary boundaries for research remain at the fringes of institutions and are likely to fail (Kezar 2006). Yet we know that scholarly exchange and collaboration within and across disciplines and in relation to teaching and learning does occur. We [Program for Instructional Innovation] are working on initiatives that will uncover the types of social networking faculty current employ and apply that to a teaching commons model. We will discuss the model we are developing at a large public research university and report on progress in three thematic areas: technology, writing, and service learning

Privileging Pedagogy: Composition, Rhetoric, and Faculty Development

This article considers connections between the work of composition and rhetoric and the growing f... more This article considers connections between the work of composition and rhetoric and the growing field of faculty development. It defines faculty development, explores reasons composition and rhetoric scholars might be drawn to and successful in faculty development positions, and examines existing and potential intellectual connections between these two fields of inquiry

Where Ideas Are Garbage and All Writing is Free: Doubting and Believing in Freewriting

Hypertext manifesto on freewriting

Re-learning how to write: student successes and challenges in a targeted geoscience communication course

Meeting the student learning imperative: Supporting and sustaining collaboration between academic libraries and student services programs

Research Strategies, 2005

Collaborative Creation of a Lab Rubric

Journal of Microbiology & Biology Education, 2011

While there are a number of tested rubrics in circulation, our task was to intervene in a particu... more While there are a number of tested rubrics in circulation, our task was to intervene in a particular situation: the lead professor was concerned because her graduate teaching assistants held negative views about student performance on the lab reports. GTAs found poor products frustrating, and admitted that their grading was thus superficial and provided no feedback to students. Specifically, GTAs did not feel equipped to evaluate writing and, as a result, simply graded on steps completed in the lab process. We have a rubric now for an Introduction to Zoology lab that could be submitted here as a pretty darn good rubric for other instructors to use. But the intent of our “Tips and Tools” is to describe the actual creation of the rubric. We believe the active “real time” development of the rubric carried as much or more value than the finished product.

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Tutoring and Teaching Writing: An Engaging Process

Indiana …, 1999

Making it Stick: Building Sustainable Collaboration using the Power of Peer

Proceedings …, 2004

An Interview with Kenneth A. Bruffee

Writing Center Journal

Introduction to "Queering the Writing Center

Writing Center Journal

First Person Squared: A Study of Co-Authoring in the Academy

The Meaningful Writing Project

Meaningful Writing at Quinnipiac: A Discussion with Students and Faculty

Double Helix: A Journal of Critical Thinking and Writing, 2017

Download

Thermodynamics in High Rhythms and Rhymes: Creative Ways of Knowing in Engineering

2017 Fall AEE Journal, 2017

Download

Everyday Writing Center

Write On! A Model for Enhancing Faculty Publication

Journal of Faculty Development, 2001

After Trayvon: Voices From the Academy Respond to a Tragedy

Cultural Studies ↔ Critical Methodologies, 2015

North Andover, Massachusetts, USA

A brief discussion of this co-authored proposal

The National Teaching & Learning

A model for culture change at a research I university

Privileging Pedagogy: Composition, Rhetoric, and Faculty Development

Where Ideas Are Garbage and All Writing is Free: Doubting and Believing in Freewriting

Hypertext manifesto on freewriting

Re-learning how to write: student successes and challenges in a targeted geoscience communication course

Meeting the student learning imperative: Supporting and sustaining collaboration between academic libraries and student services programs

Research Strategies, 2005

Collaborative Creation of a Lab Rubric

Journal of Microbiology & Biology Education, 2011

Download

Tutoring and Teaching Writing: An Engaging Process

Indiana …, 1999

Making it Stick: Building Sustainable Collaboration using the Power of Peer

Proceedings …, 2004

Writers: Craft and Context, Inaugural Issue

by Aja Y . Martinez, Michele Eodice, and Sandra L . Tarabochia

Writers: Craft and Context, 2020

Our collective vision for Writers: Craft & Context began to germinate 1.5 years ago when the thre... more Our collective vision for Writers: Craft & Context began to germinate 1.5 years ago when the three of us looked around at the state of academic publishing. Like many, we were frustrated with the lack of equitable representation on editorial teams, editorial boards, among published authors, and in accepted expressions of scholarly writing. We saw an opportunity for those of us who write, teach writing, and study writers to draw more fully on the dynamic types of composing we do to more fully represent, support, and value the lived experience of writers. We craved a collaborative, generative space for scholars of all stripes-from across disciplines, from within and beyond the academy-to share and learn from poetry, interviews, letters, creative nonfiction, pedagogical reflection, parable, architecture, and more. Pursuing our vision for such a space was necessary and urgent, we realized, because although the field of writing studies boasts a long history of resisting standardization, those values do not always play out in published scholarship. The three of us were aware of meaningful work, including our own, that would never "fit" in the current landscape of scholarly publishing because it refuses to be standardized. That reality was troubling on many levels. Of course the field is missing out by failing to be shaped by those voices and projects; scholarly conversations remain untouched by insights that matter now more than ever; scores of readers are resigned to the fact that they will never read their stories, see their realities in the field's published literature. What's more, these "misfit" writers are forced to suffer a traumatizing, inhumane cycle of submission and rejection, compelled to try again and again to fit their feet into misshapen shoes crafted by a meritocratic system that was never designed to work for them.

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Michele Eodice

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