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. She is also the first director of Drew’s New York Semester on Communications and Media, beginning in Spring 2015.
As WAC Director 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, along 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 and the Dominican Republic with them. 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. In January 2014 she was a Fellow at the IRTS Foundation in preparation for developing the New York Semester and new courses in writing and communication studies.
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. She team-teaches “Teaching in the Two-Year College” with Professor Philip Chase from County College of Morris (CCM), part of the Two-Year College Concentration of Drew’s Caspersen School of Graduate Studies Arts & Letters Program. She also teaches a popular upper-level Writing Intensive course, “Blogs, Tweets, and Social Media: Writing with Clarity and Style in the New Millennium.” [See “Teaching” for details]
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. [See “Publications“]
She, Rebecca Moore Howard, and Tricia Serviss, are principal researchers in the Citation Project, a collaborative, multi-site, data-based study of college students’ use of research sources. With Howard she is at work on a book exploring the first phase of their research, Struggling with Sources, under contract with Parlor Press. She and Serviss are editing a collection of essays on research building on or parallel to Citation Project research (tentatively titled Researching Research: Transcontextual Methods for Understanding Student Source Use), and with Barbara D’Angelo, Barry Maid, and Janice Walker she is editing a collection on Information Literacy (Not Just for Librarians: Issues in Information Literacy (see “Publications” for details]
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.
Check out Writing Studies Tree.