PDF of full CV: Aubrey Schiavone CV 3.28.17

Education

Ph.D. English and Education, University of Michigan, May 2017

Dissertation: Understanding the Literacies of Working Class First-Generation College Students

This qualitative interview study examines the college-going experiences of a racially diverse group of fifteen working class first-generation college students, paying close attention to these students’ speaking and writing literacies in both academic and non-academic contexts. Findings from the study indicate that first-gens bring transformative literacies to their first-year writing (FYW) contexts including rhetorical listening, invitational rhetoric, and audience awareness. In sum, this dissertation study offers rich description of this often overlooked student population, privileges student voices, and better illuminates the complex speaking and writing literacies these students contribute to their FYW courses.

Committee:

Anne Ruggles Gere (co-chair), Professor of English, University of Michigan

Melanie Yergeau (co-chair), Assistant Professor of English, University of Michigan

Anne Curzan, Professor of English, University of Michigan

Lisa Lattuca, Associate Professor of Education, University of Michigan

M.A. English, Composition, Language and Rhetoric. Salisbury University. May 2012

Thesis: “Writing About Writing in First-Year Composition”

B.A. English, Mount St. Mary’s University (MD). May 2010. Magna cum laude

Publications

Journal Articles, Peer-Reviewed

Schiavone, Aubrey. “Consumption, Production, and Rhetorical Knowledge in Visual and Multimodal Textbooks.” College English, March 2017.

Book Chapters, Peer-Reviewed

Schiavone, Aubrey and Anna Knutson. “Pedagogy at the Crossroads: Intersections Between Instructor and Student Identities Across Institutional Contexts” in Class in the Composition Classroom: Pedagogy and the Working Class. Eds. William H. Thelin and Genesea M. Carter. Logan, UT: Utah State University Press, July 2017.

Co-Edited Collection

Social Class Voices: Student Stories from the University of Michigan Bicentennial, Michigan Publishing, 2017, Dwight Lang and Aubrey Schiavone (Editors).

Policy Briefs

Gere, Anne Ruggles; Ann Burke; Merideth Garcia; Gail Gibson; James Hammond; Jonathan Harris; Anna Knutson; Chris Parsons; Molly Parsons; Aubrey Schiavone; Bonnie Tucker; Chinyere Uzogara. “Censorship Now: Revisiting the Students’ Right to Read: A Policy Research Brief Produced by the National Council of Teachers of English.” Council Chronicle 23.3 (2014): 13-15. Print.

Gere, Anne Ruggles; Ann Burke; Merideth Garcia; Gail Gibson; James Hammond; Jonathan Harris; Anna Knutson; Chris Parsons; Molly Parsons; Aubrey Schiavone; Bonnie Tucker; Chinyere Uzogara. “First-Year Writing: What Good Does It Do?: A Policy Research Brief Produced by the National Council of Teachers of English.” Council Chronicle 23.3 (2014): 13-15. Print.

Gere, Anne Ruggles; Ann Burke; Merideth Garcia; Gail Gibson; James Hammond; Jonathan Harris; Anna Knutson; Chris Parsons; Molly Parsons; Aubrey Schiavone; Bonnie Tucker; Chinyere Uzogara. “Implementation of the Common Core State Standards: A Policy Research Brief Produced by the National Council of Teachers of English.” Council Chronicle 23.3 (2014): 13-15. Print.

Gere, Anne Ruggles; Ann Burke; Merideth Garcia; Gail Gibson; James Hammond; Jonathan Harris; Anna Knutson; Chris Parsons; Molly Parsons; Aubrey Schiavone; Bonnie Tucker; Chinyere Uzogara. “Comprehensive Literacy: A Policy Research Brief Produced by the National Council of Teachers of English.” Council Chronicle 23.3 (2014): 13-15. Print.

Reviews

Review of “Writer/Designer: Making Multimodal Projects in Your Classes” Session J1 at Computers and Writing Annual Conference, June 2014 – Published in Sweetland Digital Rhetoric Collaborative (Sept. 2014).

In Preparation

Schiavone, Aubrey, Gail Gibson, Nancy Allee, and Merideth Garcia. “Digital Media and Literacy: How Course Blogs Facilitate Professional Identity Development in Emerging Teachers.”

Teaching

Teaching Assistant Professor: University of Denver, University Writing Program – September 2017 

Graduate Student Instructor: University of Michigan, English Department Writing Program – August 2012-June 2017

English 229: Professional Writing, Winter 2015, Fall 2016

• Designed and instructed one section of an elective, upper-level, professional writing course
• Emphasized genre-based and collaborative approaches to professional writing
• Emphasized multimodal approaches to online composing and professional writing

English 125: Writing and Academic Inquiry, Fall 2012, Winter 2013, Fall 2014

• Designed and instructed one section of a required first-year writing
• Emphasizing narrative, process, genre-based, multimodal, and reflective approaches to academic writing

English 225: Academic Argumentation, Fall 2013, Winter 2014

• Designed and instructed one section of an elective upper-level writing course with the theme of making and understanding arguments about contemporary food issues and topics
• Emphasized definitional and research-based approaches to academic argumentation
• Emphasized narrative and multimodal approaches to online composing and argumentation

Teaching Assistant: Salisbury University, English Department – August 2010-May 2012

English 103: Composition and Research, Fall 2010-Spring 2012

• Designed and instructed 6 sections of a required first-year writing course
• Emphasized narrative, research-based, information literacy, and reflective approaches to academic writing and argumentation