Teaching.. Publications..marcbousquet.net

marc bousquet


Recent presentations and columns:

Profile interview
Citizen Science (NSF Ideas Lab)
Domain of One's Own @Emory
What is A Writing Program?
SCU Curriculum Framework
RCID research faculty & rankings
The Moral Panic in Literary Studies
Keep the Research, Ditch the Paper
Adjunct Hate Speech Hurts Us All

As of 2012 I've moved to Emory University. I've spent most of the time attempting to launch an innovative new writing program. I'm particularly pleased to have brought over thirty faculty and six hundred students into the Domain of One's Own project, in which each class included several innovative writing assignments featuring digital publication.

We revamped graduate pedagogy, emphasizing digital, socially engaged curricula. I made the practicum a full-credit class and added a full-credit requirement in composition theory as a prerequisite.

For the first time in a decade, we have hired qualified compositionists--holding doctorates in the field and national publications--as staff and faculty. Two of our hires gave up tenure to help lead this work in progress. I've pushed the administration to make tenured and tenure track cluster hiring in rhet-comp a central priority.

Student video: One PSA has recorded nearly 200,000 views. View the playlist. See the syllabus and student hypertexts.

In less than a year, we turned an unled, unstaffed, unfunded, remedial first-year-composition requirement into the basis of a vertical writing curriculum featuring digital writing in the disciplines (DWID). We changed the conversation within the College, especially in the English department. Especially gratifying is the modest but real progress we've made in rebutting the outmoded view that rhet-comp is a service activity-- rather than a research discipline that has outstripped traditional literary study by a number of measures.

We won funding for a dozen graduate top-off and dissertation completion fellowships dedicated to the writing program. We built partnerships with faculty development, the graduate school, community engagement, teaching with technology, and departments in many units beyond the college of arts and sciences. We converted writing support efforts from a small tutorial operation to an ambitious multiliteracies center. We have recommended consolidation of writing support across the university.

We required graduate student instructors to engage in continuing education, including peer assessment, and--for the first time--to design innovative courses whose outcomes fell within the CWPA framework.

We have initiated sweeping conversations about curricular reform--featuring an emphasis upon textual production, not just consumption--as part of a strategy to better serve Emory's undergraduate population. We targeted for change policies that forced some Emory undergraduates into composition classes featuring close reading of literature and literary theory, a choice that gratifies certain teachers but--in the view of most qualified observers--poorly serves many students, particularly multilingual students who are English learners. We expect the changing curriculum to benefit other department and college constituencies. For instance it may help to revive the English major and improve the placement of English PhD students.

From January 2014 through September 2016, I'll be enjoying a sustained period of significantly reduced teaching and service while committed to two major research projects backed by substantial internal research funding. One is called Monetizing the Student and is something of a sequel to How the University Works. The other is tentatively called The Victorian Youtube: A Long History of Participatory Culture.

My blog at the Chronicle of Higher Education has been upgraded to a column that will appear every six to eight weeks. I continue to serve on on the advisory board of several journals and organizations, including Academe.