Publications of Jennifer Ahern Dodson    :chronological  alphabetical  combined listing:

%% Journal Articles   
@article{fds369636,
   Author = {Ahern-Dodson, J and Dufour, M},
   Title = {The Productivity Trap: Why We Need a New Model of Faculty
             Writing Support},
   Journal = {Change: The Magazine of Higher Learning},
   Volume = {55},
   Number = {1},
   Pages = {24-30},
   Publisher = {Informa UK Limited},
   Year = {2023},
   Month = {January},
   url = {http://dx.doi.org/10.1080/00091383.2023.2151800},
   Abstract = {When we shift the primary goal of writing support to
             sustainability, we acknowledge that faculty writers are
             valuable resources worth protecting. From this perspective,
             valorizing peak productivity is extractive and
             exploitative—of individual writers, one another, and the
             larger scholarly ecosystem.},
   Doi = {10.1080/00091383.2023.2151800},
   Key = {fds369636}
}

@article{fds359207,
   Author = {Ahern-Dodson, J and Dufour, M},
   Title = {Supporting Faculty as Writers and Teachers: An Integrative
             Approach to Educational Development},
   Journal = {To Improve the Academy},
   Volume = {40},
   Number = {1},
   Publisher = {University of Michigan Library},
   Year = {2021},
   url = {http://dx.doi.org/10.3998/tia.964},
   Abstract = {<jats:p>In this article, we explore how supporting faculty
             writers can also help them to become more effective teachers
             of writing in their disciplines. Based on over ten years of
             facilitating and studying faculty at our writing retreats,
             we demonstrate how understanding and improving their own
             writing experiences can spark insight into their students as
             writers. Furthermore, we suggest that helping faculty make
             this “turn to teaching” exemplifies the potential for an
             integrative model of educational development, one that
             leverages connections across faculty roles and
             responsibilities.</jats:p>},
   Doi = {10.3998/tia.964},
   Key = {fds359207}
}

@article{fds349008,
   Author = {Ahern-Dodson, J and Clark, CR and Mourad, T and Reynolds,
             JA},
   Title = {Beyond the numbers: understanding how a diversity mentoring
             program welcomes students into a scientific
             community},
   Journal = {Ecosphere},
   Volume = {11},
   Number = {2},
   Year = {2020},
   Month = {February},
   url = {http://dx.doi.org/10.1002/ecs2.3025},
   Abstract = {Programs designed to broaden participation in science are
             often deemed “successful” based on quantitative evidence
             such as student participation rates, retention, and
             persistence. These numbers alone only explain that a program
             met its goals; they seldom critically explain how,
             specifically, the program achieved its success. To address
             this gap, we studied students’ perspectives about and
             experiences with the Ecological Society of America's
             award-winning education and diversity mentoring program,
             Strategies for Ecology Education, Diversity and
             Sustainability (SEEDS). The persistence rate in ecology by
             SEEDS participants is three times greater than the national
             average, but the numbers alone do not explain the program's
             impact. We explored the reasons why this program has been so
             successful by gathering qualitative data as direct evidence
             explaining how SEEDS influenced participants’ decisions to
             study science and pursue science careers, and the resulting
             integration into a scientific community. We coded open-ended
             survey responses from SEEDS alumni against a social
             influence theoretical framework that proposes three dominant
             processes that predict students’ integration into a
             scientific community: scientific self-efficacy, scientific
             identity, and shared values with the scientific community.
             We not only found emergent evidence for all three processes,
             but we also gained a deeper understanding of how—in
             participants’ own words—SEEDS achieves its success.
             Specifically, SEEDS successfully welcomes students into a
             science community by (1) providing both breadth and depth of
             programming that offers flexible, multilayered approaches to
             developing self-efficacy to fit the needs of diverse
             students, (2) enabling participants to integrate a science
             identity into other preexisting identities, and (3)
             implementing programming that intentionally helps
             participants to consciously connect their values with those
             of their communities.},
   Doi = {10.1002/ecs2.3025},
   Key = {fds349008}
}

@article{fds328184,
   Author = {Ahern Dodson and J and Reisinger, D},
   Title = {Moving beyond corrective feedback: (Re)engaging with student
             writing in L2 through audio response.},
   Journal = {Journal of Response to Writing},
   Volume = {3},
   Number = {1},
   Pages = {129-152},
   Year = {2017},
   Key = {fds328184}
}

@article{fds328186,
   Author = {Ahern Dodson and J},
   Title = {Teach the Moment},
   Journal = {Change: The Magazine of Higher Learning},
   Volume = {48},
   Number = {6},
   Year = {2016},
   Key = {fds328186}
}

@article{fds328187,
   Author = {Ahern-Dodson, J and Comer, DK},
   Title = {Multidisciplinarity and the Tablet: A Study of Writing
             Practices},
   Journal = {Writing Across the Curriculum},
   Volume = {24},
   Pages = {63-82},
   Year = {2013},
   Key = {fds328187}
}

@article{fds352306,
   Author = {Ahern Dodson and J},
   Title = {The Role of Community in Working with Faculty
             Writers},
   Journal = {Social Epistemology Review and Reply Collective},
   Volume = {2},
   Number = {11},
   Pages = {1-6},
   Year = {2013},
   Key = {fds352306}
}

@article{fds328190,
   Author = {Reynolds, JA and Ahern-Dodson, J},
   Title = {Promoting science literacy through Research
             Service-Learning, an emerging pedagogy with significant
             benefits for students, faculty, universities, and
             communities},
   Journal = {Journal of College Science Teaching},
   Volume = {39},
   Number = {6},
   Pages = {24-29},
   Year = {2010},
   Abstract = {Research service-learning (RSL) is an emerging pedagogy in
             which students engage in research within a service-learning
             context. This approach has great potential to promote
             science literacy because it teaches students how to use
             scientific knowledge and scientific ways of thinking in the
             service of society, and gives students a greater
             appreciation of the strengths and limitations of the
             scientific method. We used RSL to promote science literacy
             in an introductory course for non-majors, Conservation
             Biology of the Eno River. In this paper, we describe RSL,
             explain how we used it to design this course, and describe
             some lessons learned from the experience. We also describe
             the benefits of this approach for students, faculty, the
             community, and universities. Our hope is to provide science
             educators with another useful strategy for promoting science
             literacy.},
   Key = {fds328190}
}


%% Chapters in Books   
@misc{fds328185,
   Author = {Dufour, M and Ahern Dodson and J},
   Title = {Good Writers Always Follow My Rules},
   Booktitle = {Bad Ideas about Writing},
   Editor = {Ball, C and Loewe, D},
   Year = {2017},
   Key = {fds328185}
}

@misc{fds328188,
   Author = {Ahern Dodson and J},
   Title = {Composing a life in the academy: Connecting intellectual,
             personal, and activist commitments.},
   Booktitle = {Rewriting success: Constructing careers and institutional
             change in rhetoric and composition.},
   Publisher = {Parlour},
   Editor = {Leverenz, C and LeCourt, D and Goodburn, A},
   Year = {2013},
   Key = {fds328188}
}

@misc{fds328189,
   Author = {Ahern Dodson and J},
   Title = {Enhancing the learning in service-learning composition
             classes: Fostering critical reflection with students,
             faculty, and community partners},
   Booktitle = {Service-learning in the composition classroom},
   Editor = {Garza, S},
   Year = {2012},
   Key = {fds328189}
}


%% Other   
@misc{fds372104,
   Author = {Ahern Dodson and J},
   Title = {Stuck in Your Writing? Invite Readers into Your Writing
             Process.},
   Journal = {Inside Higher Ed},
   Year = {2023},
   Month = {August},
   Abstract = {Feedback can be an important and healthy part of the writing
             process. We don’t have to wait until we are at a late
             stage. And we don’t have to settle for just any feedback
             that’s offered. Instead, we can cultivate readers for our
             work and build a network of readers that we can draw upon
             throughout our writing process.},
   Key = {fds372104}
}

@misc{fds364187,
   Author = {Ahern Dodson and J},
   Title = {Supporting Faculty as Writers Supports Students},
   Journal = {Inside Higher Ed},
   Publisher = {Inside Higher Ed},
   Year = {2022},
   Month = {July},
   Abstract = {Supporting faculty as writers supports our students. We
             don’t have to choose between support for our writing and
             support for our teaching. If we want students to feel a
             sense of belonging and to have meaningful connections across
             the curriculum, we must make spaces for faculty to feel
             encouraged and assisted in their various roles and help them
             connect meaningfully with others across the curriculum, as
             well.},
   Key = {fds364187}
}

@misc{fds359208,
   Author = {North Carolina Campus Compact Community of Practice,
             Inquiry, and Learning (COPIL)},
   Title = {A Primer on the Benefits and Value of Civic & Community
             Engagement in Higher Education. L. Garvin, P.H. Clayton,
             J.D. Brazell-Brayboy, K.Medlin, E. Kohl (Eds.)},
   Publisher = {North Carolina Campus Compact},
   Year = {2021},
   Key = {fds359208}
}

@misc{fds359209,
   Author = {Ahern Dodson and J and Clifford, J},
   Title = {Shifting Perspectives: When Teachers Are
             Learners},
   Publisher = {Duke Learning Innovation},
   Year = {2020},
   Month = {July},
   Abstract = {When we put ourselves in the learner role and get curious
             about the process, remembering what it’s like to learn
             something new (and even to resist/question/doubt), we can
             reinvigorate our teaching by both reexamining our familiar
             practices and exploring the interconnection between our
             teaching and our learning.},
   Key = {fds359209}
}

@misc{fds352169,
   Author = {Ahern Dodson and J},
   Title = {What Faculty Writers Need},
   Journal = {Inside Higher Education},
   Publisher = {Inside Higher Ed},
   Year = {2016},
   Month = {October},
   Key = {fds352169}
}

@misc{fds359210,
   Author = {Ahern Dodson and J},
   Title = {Signs It's Time to Break Up with Your Writing
             Group},
   Publisher = {Chronicle of Higher Education, Prof Hacker},
   Year = {2016},
   Key = {fds359210}
}

@misc{fds365282,
   Author = {Ahern Dodson and J},
   Title = {Signing My Rights Away},
   Journal = {Scholarly Communications@ Duke},
   Year = {2014},
   Month = {August},
   Key = {fds365282}
}

@misc{fds359211,
   Author = {Ahern Dodson and J},
   Title = {Scholarly Writing Hacks: 5 Lessons I Learned Writing Every
             Day in June},
   Publisher = {Chronicle of Higher Education, Prof Hacker},
   Year = {2014},
   Key = {fds359211}
}