Sandra Jamieson has been teaching at Drew University since 1993, first as Director of Composition (1993-2008), then as Director of College Writing (2008-2012), and now as Director of Writing Across the Curriculum. In this latter position she coordinates a vertical Writing Studies Program that begins with College Writing in the first year, and builds through Writing Intensive courses and Writing in the Majors courses to writing-heavy capstones within the majors. Central to this is the grant-funded Writing Across the Curriculum Writing Fellows Program she oversees and coordination with a strong University Writing Center. Since 1994 she has been the Faculty Advisor of a student service program, the Drew Honduras Project and regularly visits Honduras with her students. She served a three year term as chair of the English department (2008-2011), has held office in the NJ State Conference of the AAUP, and has also served on many College and University committees including the Curriculum and Academic Policy Committee, the Dean’s Council, and the Committee on Faculty.
At Drew she teaches writing at all levels from first-year writing and writing intensive courses, to researched writing, creative nonfiction, and writing and pedagogical theory at the graduate level. In Fall 2012 she taught Travel Writing, a creative nonfiction course, and team-taught “Teaching in the Two-Year College” with Professor Philip Chase from County College of Morris (CCM). In Spring 2013 she is teaching a new Writing Intensive course, “Blogs, Tweets, and Social Media: Writing with Clarity and Style in the New Millennium.”
Professionally, she is chair of the Conference on College Composition and Communication (CCCC’s) Committee on the Major in Writing and Rhetoric, and served on the CCCC’s Executive Board from 2008-2010. Her publications include The Bedford Guide to Writing in the Disciplines: An Instructor’s Desk Reference (with Rebecca Moore Howard), and Coming of Age: The Advanced Writing Curriculum (co-edited with Linda Shamoon, Rebecca Moore Howard, and Bob Schwegler). She has published articles on the vertical writing curriculum, plagiarism, writing across the curriculum, textbooks, multi-cultural education, and engaged reading.
She and Rebecca Moore Howard are principal researchers in the Citation Project, a collaborative, multi-site, data-based study of college students’ use of research sources, and is at work with Howard on a book exploring the first phase of their research, Struggling with Sources, under contract with Parlor Press. She and Tricia Serviss are also editing a collection of essays on research building on or parallel to Citation Project research, and with Barbara D’Angelo, Barry Maid, and Janice Walker she is editing a collection on Information Literacy.
Sandra says that what drives all of her work is the desire to learn to teach students how to write effectively, correctly, and creatively for many audiences including themselves. She is also interested in tracking the habits of mind we teach and model in and outside of the classroom, and the behaviors we unintentionally reinforce when we think we are teaching something else.