the ROI on con/tested #cwcon terms

I suppose this follows along on the previous post’s discussion of the name of “computers and writing.” This starts with the second town hall on the subject of professional and technical writing in relation to computers and writing. Bill Hart-Davidson offers this visualization in his brief talk, which you can read here. In his work with Tim Peeples, he depicts the interests/territories of professional writing (in blue) in relation to the interests/territories of rhetoric and composition. He then asked, how would we draw “computers and writing?” Or perhaps, as he also suggested, we might chart out the fields using different terms.

I think the tough question is where has C&W fit in curricular terms? I would say as a topic in FYC, as an elective or maybe a required course within a professional writing major, and, in a few places as a concentration in a graduate program. I’d say the shape would like roughly like the r/c space, except jacked up on technology and diminished on the curricular side.

I think it’s useful to ask what are we doing then and where do we want to go next? The implied answer of the Town Hall is “somewhere hand-in-hand with professional-technical communication.”

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robots and writing? a #cwcon update

After a few years personal hiatus, I’ve returned to the Computers and Writing conference, which is taking place just an hour down the road from me at St. John Fisher’s College. The conference, and really the field, find themselves at a moment of reflection with the retirement of several founding members, including Cindy Selfe, Dickie Selfe, and Gail Hawisher. Following on that moment, the conference began with a presentation of microhistories of the conference (which started in 1984 I believe).

In many ways, these histories were panegyrics, which is fine in itself. There is a time for all things, etc., etc. Many things have been accomplished and should be remembered. At the same time, I think there’s a reasonable question about where that history has led us. One way of thinking about that is to ask whether or not the title of the conference, “Computers and Writing,” or its sister journal, Computers and Composition, really still works. Maybe they do, but if so, it’s because we’ve accepted the significant mutation of computing in our culture over the last 30 years. We all know there’s more computing power in the car you take to the grocery store than there was in the Apollo rockets we sent to the Moon. We probably need to realize that the birth of “Computers and Writing” occurred in an era of computing closer to that moonshot than to your car’s manufacture. Today, computing is so ubiquitous that even discussions of ubiquitous computing seem passé. If, when this business started, computers and writing described students with word processing software or maybe local networks, staring at monochrome monitors, then today, what does it mean? I know Will Hochman will be discussing the matter of the conference title  in his presentation on Saturday, so we’ll have to see what conversation comes out of that.

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looking at college from the other side

I’m sure many of many colleagues and gentle readers have been through this experience, but this fall my daughter is headed off to college. Briefly, her college application story goes like this: she’s a national merit scholar with a load of AP classes; she was accepted at three ivies and some other very good privates; they all ended up being too expensive in our eyes; she’s going to a public AAU university (not UB) with a full tuition scholarship where she’ll graduate debt free (and possibly in 3 years if that’s what she wants). Right now it looks like she’ll major in math and computer science.

But this isn’t really about her. It’s about me looking at a university through the eyes of a parent rather than a professor. So here are my observations/complaints.

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laptops, classrooms, and matters of electrate concern

Last week, Inside HigherEd reported on this study (by Susan Payne Carter, Kyle Greenberg, and Michael Walker), which shows, once again, that students who use laptops in classrooms do not perform as well as students without laptops. Steve Krause wrote about the study a few days ago, wondering what might happen in a laptop-mandated classroom as opposed to a laptop-banned one.

I had a similar response to this study and the growing number of such studies. This study, like many of its kind, finds that students who have laptops in their lecture classes do not perform as well on multiple-choice tests at the end of the semester. There are many possible reasons for this, as the study explains:

There are at least a few channels through which computer usage could affect students. First, students who are using their tablet or computer may be surfing the Internet, checking email, messaging with friends, or even completing homework for that class or another class. All of these activities could draw a student’s attention away from the class, resulting in a lower understanding of the material. Second, Mueller and Oppenheimer (2014) find that students required to use computers are not as effective at taking notes as students required to use pen and paper, which could also lower test scores. Third, professors might change their behavior – either teaching  differently to the whole class or interacting differently to students who are on their computer or tablet relative to how they would have otherwise. Regardless of the mechanism, our results indicate that students perform worse when personal computing technology is available.

My first response, actually, was to suggest that someone might conduct a different study wherein the students who brought laptops to class were also allowed to use them during the multiple-choice final.  It’s only a guess, but I would think that having access to the Internet (and presumably e-book version of course materials) could substantially improve their performance. But really that’s only a hypothesis, and probably one would see better results if some direct instruction in finding good information was included. Of course such a study would seem counterintuitive as the presumed objective of a course is for students to “internalize” knowledge, i.e., for them to know it without reliance on notes, books, computers, or whatever. As we know, there are historical but ultimately arbitrary reasons for defining “knowing” in this way.

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otters’ noses, digital humanities, political progress, and splitters

Here’s the thing that confuses me the most about this DH conversation. See, for example, the recent defense of the digital humanities in the LA Review of Books (which, at least from my experience of it, needs to consider a name change) by Juliana Spahr, Richard So, and Andrew Piper, which responds to this other LARB article byDaniel Allington, Sarah Brouillette, and David Golumbia. The defense is as curious as the article that requires the defense be offered, which offers the now familiar accusation of neoliberalism.

The last time I took on this subject I was inspired by Monty Python’s argument sketch. This time round though my first thought was of this scene from Life of Brian.

Of course the whole point of it is to satirize the divisive nature of political progressivism. Apparently it pointed specifically at the leftist politics of England at the time, but really this kind of stuff has a timeless quality to it.

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the cognitive-media ecologies of graduate curriculum

I seem to have developed a recent preference for the term “cognitive-media ecology.” It’s not a term one finds readily bandied about, but it references a familiar concept or at least an intersection of two familiar concepts: media ecology and cognitive ecology. Though they are separate fields with the latter including a more constellation of empirical methods (both are interdisciplinary), both are interested in questions of how environments shape individual and cultural human experience and thought. My own interests in this varied area of investigation are connected to concepts like new materialism, assemblage theory (DeLanda), second empiricism (Latour), and so on, which tend to the less anthropocentric end of these studies. When it comes down to it, my scholarship follows a new materialist, media-cognitive-ecological-rhetorical approach to understanding how emerging technologies shift our capacities for thought, action, and communication, often within the specific contexts of higher education.

In other words, the topic described in the post title, as odd as it might sound, is right where I like to work.

Here are a few things I will point to but not rehearse:

  1. The transformation of the university since the 1980s including overproduction of PhDs, adjunctification, the shift of costs to students, increased administration, etc. The current abysmal job market for those seeking tenure-track jobs.
  2. What activity theory and genre studies tells us about how genres develop and function in communities, including graduate curriculum genres such as seminar papers, dissertation proposals, and the dissertations themselves.
  3. The emergence of digital technologies in the same 30-40 year period (the first home PCs appeared in 1977 I believe). While this may seem like a tertiary matter to graduate curriculum in the humanities, one has to keep in mind that our 20th-century disciplines were born from an analogous technological revolution (the Second Industrial) at the end of the 19th-century: literacy and literate culture as we have understood it make no sense outside of that context.

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making a graduate seminar pedagogy

For the first half of my career, I rarely taught graduate courses, but since I’ve come to UB, it’s become a central part of my job, especially teaching our Teaching Practicum.  In the last couple years I’ve become increasingly dissatisfied with what I’m doing, so I am resolved to change it.

Basically I do what was done to me. Almost uniformly, my graduate courses were class-wide discussions, with 10-25 students in the class. The professor talked 30-70% of the time, depending on the prof, sometimes lecturing but rarely delivering anything specifically prepared in the sense we conventionally think of the lecture.  Mostly it was just speaking in response to students, who get more or less air time depending on the prof.  As for the student participation, it typically followed the 80/20 rule with 20% of the students doing 80% of the talking. The larger the class, in  my recollection, the more this percentage held true. Smaller sections tended to have a more equitable distribution of participation, or at least that was my experience.

So I do the same thing. There’s an assigned reading. I have some notes on things I want to discuss about it, but we generally go where the conversation takes us organically. My goal is to keep my mouth shut as much as possible. My success at that varies. However largely I imagine the student experience is the same as the one I described for myself.

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de-baits in the digital humanities

The LA Review of Books has published 4 interviews so far in an ongoing series on the digital humanities conducted by Melissa Dinsman. The series promises “Through conversations with both leading practitioners in the field and vocal critics, this series is a means to explore the intersection of the digital and the humanities, and its impact on research and teaching, American higher education, and the increasingly tenuous connection between the ivory tower of elite institutions and the general public.”

At this point, I am not interested in resolving the following questions:

  • What is the nature of the digital humanities’ relationship with neoliberalism?
  • What does it take to be a real digital humanities scholar?
  • Can/should digital humanities save the rest of the humanities?
  • Is/are the digital humanities anti-intellectual?
  • Is/are the digital humanities racist, sexist, or guilty of some related ethico-political violation?
  • And, of course, what is/are the digital humanities anyway?

I have been interested in the rhetoric of these conversations as they occur in journals, in the press (like LARB), at conferences, and across social media.

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slow of study and study of slow in academic life

The recently published book, The Slow Professor: Challenging the Culture of Speed in the Academy, is probably too easy a target. As comes up in a recent Inside Higher Ed article, few are going to feel any sympathy for tenure-track, let alone tenured, professors, least of all those who work most closely with us: graduate students, adjunct faculty, administrators, and so on. From a greater distance, one might legitimately ask who has greater job security or greater latitude in defining their work than tenured faculty?

The answer is not many.

Pleas for sympathy aside, there’s little doubt that the academy has changed a great deal in this century. The book refers to this change as corporatization. Certainly we’ve become more bureaucratic, more economically driven (both in terms of how students view their majors and how administrations value departments and programs), and been transformed by digital culture (like the rest of the world). Stereotypes notwithstanding, there is growing empirical evidence that faculty work long hours (61 per week on avg) and that a significant number experience stress and/or anxiety in their work.

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Technical Writing Lecturer at UB’s School of Engineering.

I thought some of you might be interested in this position:

Position Summary

The School of Engineering and Applied Sciences (SEAS) seeks candidates for a Lecturer position, beginning with the 2016-2017 academic year. We are particularly looking for candidates who can operate effectively in a team environment and in a diverse community of students and faculty and share our vision of helping all constituents reach their full potential.

The successful candidate is expected to develop a Communication Literacy 2 course (EAS 360), a central component of the new “UB Curriculum” for General Education. The aim of this course is to prepare students to successfully communicate, across a range of professional genres and media, to technical, professional, and public audiences; to produce communications individually and as part of a team; and to produce communications that are consistent with ethical engineering and applied science practice. All engineering and computer science undergraduate majors will participate in the course. The successful candidate would be expected to teach six sessions of the course per academic year. The lecturer will work closely with school and department leadership on course development as well as on accreditation-related assessment, and to coordinate activities with other aspects of the undergraduate engineering experience. The lecturer may also be involved in other professional and scholarly activities including developing proposals for educational funds to aid in pedagogical advancements.  

Position Category:


Minimum Qualifications

An M.A. or M.S. in English, Communications, or a related field, with a focus on professional/technical communication or composition. The Masters degree must be conferred before appointment.  

Preferred Qualifications

Demonstrated experience teaching technical or professional communication at the college level or experience in the practice of technical or professional communications. A Ph.D. in English, Communications, or a related field, with a focus on professional/technical communication or composition.  

Salary Range

$45,000 – $70,000