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Heidi Estrem

 

Professor, Heidi Estrem faculty photo
Director of the First-Year Writing Program

heidiestrem@boisestate.edu 

(208) 426-7073 | LA-256D

Heidi Estrem is Professor of English and Director of the First-Year Writing Program. In collaboration with colleagues in the First-Year Writing Program, she coordinates ongoing professional development, curriculum development and revisions, assessment processes, TA support, and faculty hiring. Dr. Estrem has always been interested in questions about how teaching and learning writing works in particular contexts, and her recent projects have her investigating writing teacher education, student writing across campus, and policies and practices that increase student persistence in college. 

Education

  • Ph.D.,Rhetoric and Composition, University of Nevada, Reno
  • M.A., Rhetoric and Composition, University of Nevada, Reno
  • B.A., English, California State University, Chico

Interests

First-year writing pedagogy, policies, and practices; writing program administration; writing and transfer; student retention and persistence

Recent Publications

Co-Authored or Co-Edited Books

  • Retention, Persistence, and Writing Programs. (edited with Todd Ruecker, Dawn Shepherd, and Beth Brunk-Chavez). Logan, UT: Utah State University Press. March 2017.
  • Organic Writing Assessment: Dynamic Criteria Mapping in Action. (with Bob Broad, Linda Adler-Kassner, Jane Detweiler, Susanmarie Harrington, Eric Stalions, and Scott Weeden). Logan, UT: Utah State UP, 2009.
  • Co-Edited Special Issue of Composition Studies, Corequisite Writing Courses with Dawn Shepherd and Samantha Sturman). (August 2020)

Articles and Chapters

  • “From Threshold Concepts to Learning Outcomes: Developing a Shared Framework for First Year Writing” (with Dawn Shepherd and Susan Shadle). In (Re)Considering What We Know: Theory and Practice of Threshold Concepts in Writing Studies, eds. Linda Adler-Kassner and Elizabeth Wardle. Utah State University Press. Fall 2019.
  •  “Rethinking Writing Placement” (with Dawn Shepherd and Samantha Sturman). WPA: Writing Program Administration. 40.3 Winter 2018. Winner of the Ken Bruffee Award for Best WPA: Writing Program Administration article in 2018.
  •  “Shared Landscapes, Contested Borders: Locating Disciplinarity in an M.A. Program Revision (with Whitney Douglas, Kelly Myers, and Dawn Shepherd). Composition, Rhetoric, and Disciplinarity: Traces of the Past, Issues of the Moment, and Prospects for the Future, eds. Rita Malencyk, Susan Miller-Cochran, Elizabeth Wardle, Kathleen Blake Yancey. Logan, UT: Utah State University Press. Spring 2018.
  • “What is Retention?” (with Pegeen Reichert Powell and Dawn Shepherd). A Rhetoric for Writing Program Administrators 2nd Edition. Ed. Rita Malenczyk. Anderson, South Carolina: Parlor Press. forthcoming 2016.
  • “Long Thresholds and Sparse Outcomes: Keeping Student Learning in Focus in Higher Education Reform Efforts” Naming What We Know eds. Linda Adler-Kassner and Elizabeth Wardle, Utah State University Press 2015.
  • “Writing is a Knowledge-Making Activity” definition for part 1, “Writing Threshold Concepts,”in Naming What We Know: Threshold Concepts of Writing Studies. eds. Linda Adler-Kassner and Elizabeth Wardle, Utah State University Press 2015.
  • “Writing is an Act of Disciplinary Identity” definition for part 1, “Writing Threshold Concepts,”in Naming What We Know: Threshold Concepts of Writing Studies eds. Linda Adler-Kassner and Elizabeth Wardle, Utah State University Press 2015.
  • “What New Writing Teachers Talk About When They Talk About Teaching” (with E. Shelley Reid). Pedagogy. 12.3 (Fall 2012): 449-480. Reprinted in The Best of Independent Rhetoric and Composition Journals. eds. Steve Parks and Morris Young. Parlor Press. Forthcoming 2015.
  • “Relentless Engagement with State Educational Reform: Collaborating to Change the Writing Placement Conversation” (with Dawn Shepherd and Lloyd Duman). WPA: Writing Program Administration (Fall 2014): 88-128.
  • “Participation and Collaboration in Digital Spaces: Connecting High School and College Writing Experiences” (with Rachel Bear, Dawn Shepherd, Jim Fredricksen). The Next Digital Scholar: A Fresh Approach to the Common Core Standards in Research and Writing. Eds. Randall McClure and Jim Purdy. Information Today (2014).
  • “The Effects of Writing Pedagogy Education on Graduate Teaching Assistants’ Approaches to Teaching Composition” (with E. Shelley Reid and Marcia Belcheir). WPA: Writing Program Administration 36.1
    (Fall/Winter 2012): 30-73. Winner of the Ken Bruffee Award for Best WPA: Writing Program Administration article in 2012-13.
  • “Outcomes Revision as a Collaborative, Community-Based Process” (with Linda Adler-Kassner, John Dunn, Sarah Fabian, Suzanne Grey, Kim Pavlock, Hava Levitt-Phillips, and Sarah Soebbing). WPA Outcomes Statement: A Decade Later. Eds Nicholas Behm, Gregory Glau, Deborah Holdstein, Duane Roen, and Edward White. Parlor Press, 2012.
  • “The Pedagogy of Mentorship: Educating Teaching Assistants in Composition Studies” (with Shelley Reid) Exploring Composition Studies: Research, Scholarship, and Inquiry for the Twenty-First Century. eds. Kelly Ritter and Paul Kei Matsuda. Logan, UT: Utah State UP. 2012.

Courses

ENGL 324 Special Topics in Rhetoric and Technical Communication: The Rhetoric of Maps

ENGL 598 Theory and Practice of Teaching First-Year Writing

ENGL102 Writing and Rhetoric II