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. As WAC Director she founded and oversees a course-embedded undergraduate Writing Fellows Program, that is central to Drew’s vertical Writing Studies Program. Writing Fellows are embedded in the interdisciplinary first-year Drew Seminars [Directed by Elizabeth Kimball] and in Writing Intensive courses and Writing in the Majors courses across the curriculum, providing continuity of vision and approach for students as they develop their writing skills and supporting faculty. Sandra teaches writing at all levels and she and Kimball anchor the English Department’s new concentration in Writing and Communication Studies, where her courses include a popular upper-level Writing Intensive course, “Blogs, Tweets, and Social Media: The Art of Digital Communication.” She also 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. [See “Teaching“]
Sandra was the director of Drew’s New York Semester on Communications and Media, in its inaugural year (2014-2015), bringing the successful program from idea to implementation in Spring 2015 and passing direction to Professor Lisa Lynch for 2016 and 2017. In January 2016, Sandra and Spanish Professor Ada Ortuzar-Young lead a Drew Short-Trek to Cuba and Miami. The program, “A Tale of Two Cities: Havana, Cuba & Little Havana, Miami,” invited students to explore the culture, history, food, stories, and experiences of Cubans in Cuba and in Miami through lectures, visits, social encounters, and observation (see the student’s blog to learn more). The program will be repeated in May 2017.
Since 1994, Sandra 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. Professionally, she served as chair of the Conference on College Composition and Communication (CCCC’s) Committee on the Major in Writing and Rhetoric, from 2007-2016 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), Coming of Age: The Advanced Writing Curriculum (co-edited with Linda Shamoon, Rebecca Moore Howard, & Robert Schwegler), and Information Literacy: Research and Collaboration across Disciplines (co-edited with Barbara D’Angelo, Barry Maid, & Janice R. Walker). She has published articles on the the writing major and the vertical writing curriculum, plagiarism, engaged reading, research-writing, writing across the curriculum, information literacy, textbooks, and multi-cultural education. Sandra, 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. A collection of essays on research building on or parallel to Citation Project research, Points of Departure: Rethinking Student Source Use and Writing Studies Research Methods, co-edited with Tricia Serviss, is forthcoming from Utah State University Press in 2017. (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.
Oh, and then there are the cats–-the real reason compositionists first made websites…