Gabriel Morrison

CV

Contact Information

215 Glenbrook Rd. U-4025, Storrs, CT 06269

gabriel.morrison@uconn.edu

Updated June 3, 2020

Research and Teaching Interests

  • Rhetoric and composition/writing studies
  • Multimodal and digital composition
  • Writing across the curriculum
  • Graduate student writing
  • Writing program administration
  • Writing centers
  • Qualitative research methods
  • Rhetorical genre studies
  • Community engagement
  • Educational technology
  • Studio pedagogy
  • Creative nonfiction
  • Digital humanities

Skills and Proficiencies

Multimedia Production and Technology
Visual Design
Curriculum Development
Spanish Fluency
Technical Communication

Education

PhD, English (Rhetoric and Composition)
University of Connecticut
expected 2021

Dissertation: “Composing Across”
Committee: Brenda Brueggemann, Tom Deans, Pamela Bedore, Anke Finger

MA, English (Creative Writing)
Rhode Island College
2016

BA, English (Creative Writing, Studio Art Minor)
Summa Cum Laude
Rhode Island College
2014

Institutes and Certificates

Preparing for Distance Education
University of Connecticut
2020

Certificate in College Instruction
University of Connecticut
2019

Writing Across Technology Institute
University of Connecticut
2019

Dartmouth Summer Seminar for Composition Research
Dartmouth College
2018

Digital Media and Composition Institute
Ohio State University
2017

Experience

Coordinator of Graduate Writing Support, University Writing Center
University of Connecticut
2020-2021
Supervised the delivery of writing center services for graduate students through tutoring, meeting with graduate students, administering programs such as dissertation boot camps and writing retreats, and leading a three 5-week seminars per year on graduate-level writing.

Assistant Director of First-Year Writing, Department of English
University of Connecticut
2018-2019
Supported instructors teaching First-Year Writing courses by meeting with them, facilitating workshops, running trainings, and creating materials. Supported the First-Year Writing program by designing curriculum, coordinating a national writing conference, interfacing with students, and performing other administrative duties.

Graduate Coordinator, Early College Experience English Program
University of Connecticut
2018-2019
With program coordinator and assistant coordinator, developed and supported the teaching of First-Year Writing by nearly 200 instructors in high schools across the state. Specific duties included designing and coordinating biannual teaching conferences, developing materials, and interfacing with instructors.

Assistant Director, Writing Center
University of Connecticut
2017-2018
Worked on administrative team directing a writing center serving over 4000 students each year; co-taught tutor practicum; facilitated staff meetings and orientations; coordinated writing fellows program; conducted research on tutoring and writing; and tutored students.

Graduate Instructor, Department of English
University of Connecticut
2016-2017 and 2019-2020
Instructor of record for 2-3 courses per year, including full course design, teaching, and grading responsibilities.

Graduate Assistant, Academic Development Center
Rhode Island College
2015-2016
Tutored students in a variety of subject areas as well as standardized tests needed for teacher certification. Led workshops on center’s services for various departments.

Writing Coach, Master of Social Work Program
Rhode Island College
2014-2016
Co-taught a graduate course in professional writing; tutored MSW students; worked on writing placement for graduate students entering the program.

Graduate Teaching Assistant, Department of English
Rhode Island College
2014-2015
Supported English department faculty teaching first-year and basic writing courses by grading papers, leading class sessions, and conferencing with students

Tutor, Writing Center
Rhode Island College
2012-2016
Consulted with writers on projects and literacy concerns and facilitated peer review as a course-embedded fellow.

Courses Taught

Grad 5900: Special Topics in Graduate Education
University of Connecticut
Fall 2020
This five-week seminar is designed to support graduate students from all fields to learn effective habits for academic writing. Through a combination of discussions, peer collaboration, assignments, and individual consultations, students are guided through the process of revising and reworking a writing project, such as a journal article, grant proposal, or dissertation chapter. Students investigate how genre, style, social communities affect professional academic writing and learn strategies for finding effective writing processes, liaising with advisors, and troubleshooting writing problems.

English 3013: Media Publishing
University of Connecticut
Fall 2019
Through discussions, readings, and regular assignments throughout the semester, this course focuses on how technologies and media environments work and helps students to develop skills for leveraging them to publish effective digital texts. Course topics include principles of digital rhetoric, analysis of new media genres, and the ethics and politics of digital media production.

English 1013: Technical Writing I
University of Connecticut
Fall 2019
This course addresses big questions about context, audience, purpose, and ethics that should be asked in every writing situation and covers key topics in technical communication, including visual and document design, accessibility, usability testing, technical style, and the function and politics of writing technologies. Students practice workplace and scientific genres (reports, proposals, digital communications).

English 1010: Seminar in Academic Writing
University of Connecticut
2016-2017 and Spring 2020
This seminar focuses on teaching rhetorical strategies and writing processes that prepare students to enter into academic conversations. Students learn through a series of workshops that feature drafting and revision, discussing rhetorical principles, and practicing metacognition about their own writing. There is an emphasis on multimodal composition, active learning, and community engagement.

Social Work 580: Professional Writing
Rhode Island College
Fall 2015
This course helps students to meet the writing demands of professional social work as well as graduate study in social work. This course features a hybrid online/in-person structure. Students compose informal blog posts about writing for social work, analyze and become familiar with genres and conventions specific to the field, and both draft and revise writing within established disciplinary forms.

Courses Assisted

English 5182: Practicum in the Teaching of Writing
University of Connecticut
Fall 2018
Guided development of teaching in the First-Year Writing Program. Implementing theories of teaching and writing; meeting program goals and objectives; selecting texts; drafting writing assignment prompts; developing classroom work; guiding peer feedback; reading, responding to and evaluating student work.

English 3082: Writing Center Practicum                                   
University of Connecticut
Fall 2017
Introduction to Writing Center pedagogy, theory and research methods. Intended primarily for Writing Center staff.

First-Year Writing 100: Introduction to Academic Writing
Rhode Island College
Spring 2015
Students are introduced to some of the genres of academic writing and to the writing process.

English 010: Basic Writing Skills
Rhode Island College
Fall 2014
A basic writing seminar that helps students develop effective short essays, serving as preparation for First-Year Writing 100. Students are frequently multilingual, and course themes include composing process and literacy.

Awards and Grants

CLAS Grant: Anti-Racist Scholarship, Pedagogy, and Workplace Climate ($9,500)
University of Connecticut
2020
The margins of student papers are crucial spaces of interaction and learning. But they can also be spaces where the linguistic racism in our education becomes visible, something writing centers all too often bear witness to. This initiative works to develop best practices for anti-racist writing instruction with faculty across disciplines.

Aetna Graduate Teaching Award
University of Connecticut
2020
The Aetna Graduate Teaching Award, sponsored by the Aetna Foundation, is an award that strives to recognize the dedication and innovation of graduate students who teach writing at the University of Connecticut. This award is open to any currently enrolled graduate student teaching a writing course (as instructor of record), regardless of departmental or programmatic affiliation.

Francelia Butler Graduate Award for Teaching Innovation
University of Connecticut
2020
Each year, the Francelia Butler Graduate Award for Teaching Innovation recognizes one English or Medieval Studies graduate student who demonstrates commitment to innovative teaching and reflective practice that supports student engagement and learning in a non-FYW course.

Doctoral Dissertation Fellowship
University of
Connecticut
2020

Aetna Graduate Research and Travel Award
University of Connecticut
2018 and 2019

Graduate Student Travel Grant
Modern Language Association
2019

Travel Grant
International Writing Centers Association
2018

Eleanor McMahon Graduation Honors Award
Rhode Island College
2014

DeStefano Research Grant
Rhode Island College
2013

Amy A. Thompson Memorial Prize for Work in Children’s Literature
Rhode Island College
2013

Ducey Award
Rhode Island College
2013

Honors Foundation Scholarship
Rhode Island College
2012

Research

Publications

“Racism in the Margins” (with Kathleen Tonry). WPA: Writing Program Administration 44:1 (2021). Forthcoming.

“Writing Across Technology: Instructor Experiences of a Professional Development Institute in Multimodal Composition.” Professionalizing Multimodal Composition: Faculty and Institutional Initiatives. Shyam B. Pandey and Santosh Khadka, eds. Routledge. Forthcoming.

“The Cost of Ambiguity: How Students Experience the Graduate Seminar Paper Genre.” Co-authored with Tom Deans. Making the Grade: Reimagining the Graduate Seminar Essay. Kevin Morrison, ed. Rowman and Littlefield. Forthcoming.

The Writing Classroom as Studio.” That Wasn’t on the Syllabus, 2019.

“dump truck.” Long River Review, 2017.

Digital Spaces and Designing for Access.” Brain Bytes: DHMS Blog, 2017.

Conference Presentations

“Writing Across Technology: Confronting the Challenges of Faculty Development in Multimodal Composition.” International Writing Across the Curriculum Conference. Fort Collins, CO. Accepted; postponed to 2021 due to the COVID-19 pandemic.

“Rewriting Roles in Social Work: Rhetorical Conflicts Across Educational and Professional Contexts” (with Lauren Griffith). Quinnipiac University’s 7th Biennial Critical Thinking and Writing Conference, Hamden, CT, June 2019.

“The Writing Classroom as Studio: Negotiating Space in Multimodal Writing Program Redesign.” Poster. Conference on the Teaching of Writing, Hartford, CT, April 2019.

“Set Pieces: Designing for Access, Ethos, and Action in the Multimodal Writing Classroom” (with Brenda Brueggemann, Lisa Blansett, and Ruth Book). Conference on College Composition and Communication, Pittsburgh, PA, March 2019.

“The Future of Writing: Moving Composition toward Multimodal Literacies” (with Jason Courtmanche, James Shivers, Annemarie E. Hamline, and Arri Weeks). MLA Convention, Chicago, IL, January 2019.

“Say WAT Does It Matter?: Triangulating the Spaces and Appeals of Multimodal Program Redesign” (with Brenda Brueggemann, Lisa Blansett, Ruth Book, and Kathryn Warrender-Hill). Thomas R. Watson Conference, Louisville, KY, October 2018.

“Bolder Racisms: Citizenship, Literacy, and Economics” (with Kathleen Tonry). International Writing Centers Associations Conference, Atlanta, GA, October 2018.

“Rewriting Roles in a Social Work Graduate Program.” Dartmouth Seminar for Composition Research, Hanover, NH, August 2018.

“Reassessing Our Responses to the ‘Everyday Language of Oppression’” (with Kathleen Tonry). Northeast Writing Centers Association Conference, Worcester, MA, March 2018.

“Accessing Writing: Reframing the Work of Composition in the Classroom” (with Christopher Iverson and Kathryn Warrender). Conference on College Composition and Communication Summer Conference, Boston, MA, May 2017.

“Making Space for Multimodal Composing Across the Disciplines.” Annual Conference on the Teaching of Writing, Storrs, CT, April 2017.

“Invisible Reflections: Queer Erasure and the Monstrous Visibility of Vampires in Comics.” Northeast Popular Culture Association, New London, NH, October 2015.

Invited Lectures and Presentations

“Case Study Research Methods.” Invited lecture. Salisbury University, ENGL 566 (Methods for Research in Rhetoric and Composition), February 2018.

“Composing Assemblages” (with Ruth Book). University of Connecticut Early College Experience Conference, October 2017.

Curriculum and Instructional Resources

Writing Across Technology Curriculum. UConn First-Year Writing Program. (with Lisa Blansett Remé Bohlin, Brenda Brueggemann, and Aelx Gatten)

Studio Pedagogy. UConn First-Year Writing website.

University of Connecticut First-Year Writing Program Instructor Resource Book 2018-2019 (with New Cohort Development Team)

UConn Writing Center Tutor Handbook 2018-2019 (with Christopher Iverson)

Workshops

“Contingency Plans” (with Paula Weinman and Wei-Hao Huang). UConn English Graduate Student Association Pedagogy Committee, March 2020.

“Writing is (Also Always) a Cognitive Activity” (with Emily Kilbourn). University of Connecticut Early College Experience Conference, March 2019.

“Soundwriting” (with Alex Gatten and Réme Bohlin). University of Connecticut First-Year Writing Program, March 2019.

“Threshold Concepts in the Classroom: How Metacognition Can Improve Teaching and Learning” (with Alex Gatten). University of Connecticut First-Year Writing Program, January 2019.

“Remixing Multimodal Assignments” (with Alex Gatten). University of Connecticut First-Year Writing Program, September 2018.

“Accessibility and Universal Design” (with Kathryn Warrender-Hill). University of Connecticut First-Year Writing Program, August 2018.

“What to Do if…” (with Brenda Brueggemann, Lisa Blansett, and Alex Gatten). University of Connecticut First-Year Writing Program, August 2018.

“Assignments: Scaffolding, Implementing, Adapting.” (with Amy Fehr and Roxanne Gentry). University of Connecticut First-Year Writing Program, August 2018.

“Designing Writing Assignments” (with Tom Deans). University of Connecticut, Center for Excellence in Teaching and Learning, January 2018.

“Multimodal Assignment Design.” University of Connecticut, First-Year Writing Program, August 2017.

“Engaging with Texts” (with Lisa Blansett and Amy Fehr). University of Connecticut First-Year Writing Program, August 2017.

Conference Leadership

New England Rhetoric and Composition Consortium Research Workshop. Providence, RI, June 2019.

Annual Conference on the Teaching of Writing, Hartford, CT, April 2019.

University of Connecticut Early College Experience English Spring Conference, Storrs, CT, March 2019.

Service and Additional Experience

Chair, English Graduate Student Association Pedagogy Committee (2019-2020)

Coordinator, New England Rhetoric and Composition Consortium (2018-2019)

Webmaster, English Graduate Student Association (2018-2019)

Member, Committee on Undergraduate Writing and Instruction (2017-2018)

Writing Across Technology Curriculum Development Team (2017)

Leader, First-Year Writing Instructor Welcome Week (2017 and 2018)

Planning Committee Member, Conference on the Teaching of Writing (2017-2019)

Graduate Student Representative, Aetna Chair of Writing Advisory Board (2016-2017)

Member, Rhode Island College Tutorial Services Committee (2015)

Staff Editor, Shoreline Literary and Arts Magazine (2013-2014)

Professional Memberships

Association of Writing Across the Curriculum (AWAC)

Conference on College Composition and Communication (CCCC)

Consortium on Graduate Communication (CGC)

Council of Writing Program Administrators (CWPA)

Global Society of Online Literacy Educators (GSOLE)

International Writing Centers Association (IWCA)

National Council of Teachers of English (NCTE)

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