Author: Jennifer Burke Reifman

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Jennifer Burke Reifman is a 5th year Education Ph.D. Candidate at U.C. Davis with an emphasis in Writing, Rhetoric, and Composition Studies. Her research focuses on technology in the writing classroom, writing program administration, and student identity and agency. When she isn't being a graduate student and writing teacher, she spends most of her time playing with her 3-year old son, tending her backyard garden, or diving into a video game.

2021-2022 was an exciting year for the Sweetland DRC Fellows. As their fellowship draws to a close, our six fellows offer reflections on their experiences and projects. This year’s cohort continued to focus on themes of accessibility, ethics, and activism, along with several other topics within the field of digital rhetoric. Our blog carnival explored emerging perspectives on new media technologies, and a new teaching materials page was created to showcase crowd-sourced classroom activities, texts, and prompts. In addition, our fellows created a new podcast, the DRC Talk Series, which features prominent scholars currently working in the field of digital…

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Speakers: Dr. Tanya Tercero (Defense Security Cooperation University), Dr. Jennifer Slinkard (East Oregon University), Dr. Katie Silvester (Indiana University) Online Writing Instruction (OWI) scholarship has argued for acknowledgement of linguistic diversity in online writing courses saying: “OWI should be designed with the assumption that diversity is always present” (Miller-Cochran, 2015, p. 293). This year’s OWI standing group workshop reminded us of this by overlapping L2 (second language) writing theories to online course contexts. Coming from writing studies and applied linguistics backgrounds, the speakers in this workshop provide important theoretical considerations for online writing instructors. The Exigency Dr. Tercero begins with describing…

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Exactly one year after my first time stepping into a classroom during my Master’s program, I started my first gig as a part-time contingent instructor at a community college. Because of my training, and perhaps my newness, I was assigned to teach the classes commonly referred to as “remedial”. As a first-generation student, I loved this work and my time in these classes, helping students to demystify writing in college and connect their lived experiences to their work as students. The more I taught these courses, the more it became clear to me that some faculty were not interested in…

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