I enjoy visiting campuses to offer workshops and to consult on the Scholarship of Teaching and Learning (SoTL) and Writing Studies. Please contact me if you would like to discuss my availability and speaker/consulting fees.
- Introduction to the Scholarship of Teaching and Learning
- Partnering with Students in the Scholarship of Teaching and Learning
- Scholarship of Teaching and Learning & Promotion and Tenure
- High-Impact Educational Practices and Engaged Learning
- Teaching for Transfer of Writing Knowledge and Practices
- Supporting Undergraduate Research (particularly in Writing Studies)
- Writing Workshops or Writing Residencies for Faculty and/or Staff
- 1-hour interactive keynotes provide intensive introductions to any of the topics listed above; combine two or more 1-hour sessions to facilitate exploration of complementary topics.
- Half-day workshops facilitate more hands-on and collaborative activities.
- Full-day workshops enable participants to leave with additional plans for teaching and/or research.
- Multi-day workshops foster goal-oriented curriculum or research development, with time for one-on-one consultations with participants.
- Small group meetings with committees or groups of faculty/staff/administrators enable tailored consultations attentive to local contexts.
- One-on-one meetings allow formal or informal conversations with key stakeholders.
JESSIE L. MOORE is director of the Center for Engaged Learning and professor of English: Professional Writing & Rhetoric at Elon University. She previously coordinated Elon’s first-year writing program and professional writing & rhetoric program. She received her Ph.D. and M.A. in English – Rhetoric and Composition from Purdue University.
Jessie leads planning, implementation, and assessment of the Center’s research seminars, which support multi-institutional inquiry on high-impact pedagogies and other focused engaged learning topics. Her recent research examines transfer of writing knowledge and practices, multi-institutional research and collaborative inquiry, writing residencies for faculty writers, the writing lives of university students, and high-impact pedagogies. She is the author of Key Practices for Fostering Engaged Learning: A Guide for Faculty and Staff (Stylus, expected 2020) and co-editor of Critical Transitions: Writing and the Question of Transfer (with Chris Anson, The WAC Clearinghouse and University Press of Colorado, 2016), Understanding Writing Transfer: Implications for Transformative Student Learning in HigherEducation (with Randy Bass, Stylus, 2017), and Excellence in Mentoring Undergraduate Research (with Maureen Vandermaas-Peeler and Paul Miller, CUR, fall 2018). Her work has appeared in Computers and Composition, Composition Forum, Composition Studies, Journal of Faculty Development, Journal on Centers for Teaching & Learning, TESOL Journal, Written Communication, and in edited collections.
With Peter Felten, she edits two book series:
- Stylus Publishing/Center for Engaged Learning Series on Engaged Learning and Teaching
- Center for Engaged Learning Open Access Book Series
Jessie’s professional service to the scholarship of teaching and learning was recognized with the 2019 International Society for the Scholarship of Teaching and Learning (ISSOTL) Distinguished Service Award. She currently serves as Chair of the ISSOTL Communications Committee. She previously served as the elected Secretary of the Conference on College Composition and Communication (2015-2019), on the Executive Committee for CCCC, as U.S. Regional Vice President of ISSOTL, as the inaugural Chair-Elect (and subsequently as the Chair and Past-Chair) of the Second Language Writing Interest Section of TESOL, and on the Board for the Carolinas Writing Program Administrators. In 2013, she co-hosted the International Society for the Scholarship of Teaching and Learning conference with Peter Felten and developed ISSOTL Online 2013, which featured strands on SoTL foundations, studying and designing for transfer, and student voices in SoTL. Her full CV is available at jessie.jessiemoore.net/research.
Feedback on Previous Campus Visits
- “Not to overstate it but this has given me a new ‘lease’ on my professional life. The ideas you’ve helped us spark are going to form a new research agenda – so thank you!”
- “I appreciate the time to think and develop ideas. You present content and examples, then give us time to apply to our own research.”
- “The examples you used were very helpful. I liked that they were diverse. Also good examples of resources.”
- “This workshop greatly helped me in formulating my ideas for a research project.”
- “Drafting of the Research Plan Process was informative and productive. Was able to outline a concrete plan in 4 hours!!”
Sample Workshop and Talk Descriptions
Understanding Mentoring Students: Drawing from published literature, in-progress research from the Center for Engaged Learning’s multi-institutional research seminar on Excellence in Mentoring Undergraduate Research, and interviews with undergraduate researchers, Dr. Moore will share best practices for mentoring research students. Attendees will have an opportunity to reflect on how to adapt the identified strategies for different disciplinary contexts and research projects.
Excellence in Mentoring Undergraduate Research: Excellent mentoring can transform undergraduate research into a high-impact educational practice. Drawing from multi-institutional studies and interviews with undergraduate researchers, this interactive workshop examines best practices for mentoring research students. Attendees will explore how to adapt the identified strategies for their own disciplinary contexts and research projects.
Partnering in the Scholarship of Teaching and Learning: The Scholarship of Teaching of Learning (SoTL) involves faculty (sometimes in partnership with their students) undertaking systematic inquiry about student learning – informed by prior scholarship on teaching and learning – and going public with the results. This workshop will introduce SoTL in relation to other types of scholarship, share common types of SoTL research questions, survey SoTL research methods, and discuss ways to go public with SoTL results. Workshop participants will develop a focused SoTL research question and a draft research plan to explore student learning in their classrooms or degree programs.
Teaching Writing Across the University: Building on What Students Know From First-Year through Graduation: Writing matters. Students use writing both to learn and to demonstrate their learning, and employers are clamoring for stronger written communication abilities from college graduates. How can faculty across the university help students become better writers? This workshop explores strategies for building on students’ prior learning about writing and preparing students for future writing success.
Teaching for Writing Transfer: This half-day workshop offers an introduction to writing transfer research (tailored to a cross-disciplinary audience). Workshop activities will help faculty teach for writing transfer in their own classes and build transfer connections across the curriculum.
Designing for Writing Transfer: This full-day workshop will introduce current research on writing transfer and discuss its implications for course design; examine first-year writing’s relationship with other university programs and initiatives; foster course planning that Identifies the core elements of the university’s first-year writing course and facilitates transfer both between class-based and online work and between first-year writing and other courses; and support collaborative brainstorming of activities for the university’s new online writing studio.
Writing for Publication with Students: Dr. Moore will share strategies for faculty and students who are writing collaboratively for undergraduate research and students-as-partners projects. Participants also will consider their goals for publication and ethical considerations that can guide their collaboration. (Student/Faculty Combined Session)
Distributed Leadership: In this interactive session, attendees will map their research networks and identify strategies for sustaining research within small departments and with high teaching loads.