Curriculum Vitae
Bob Broad
Professor of English
Date of initial appointment: August 1994
Date of rank: August 2006
Ph.D., English,
Dissertation: Working in the City: Building Community and Negotiating Difference in a Portfolio Assessment Program. Director: Donald A. Daiker.
M.A., English,
B.A., English,
Writing Assessment, Portfolio Assessment, and Communal Assessment
Rhetoric and Composition Studies
Pedagogies of Composition and Literature Study
Rhetorical, Literary, and Social Theories
Interpretive and Qualitative Research Methodologies
English Education
Introduction to English Studies (English 100)
Composition as Critical Inquiry (English 101)
Advanced Exposition (English 246)
Teaching Literature and Writing in the Middle School (English 295)
The Teaching of Literature (English 296)
The Teaching of Writing (English 297)
Senior Seminar (English 300)
The Writing Seminar (English 396)
Professional Issues Seminar (short course taught as part of Student Teaching 399.09)
Supervision of Student Teachers (as part of Student Teaching 399.09)
Teaching Composition (English 402)
Writing Assessment in Middle School and High School (English 409.03)
Writing Assessment in Colleges and Universities (English 494)
Topics in English (English 495)
Research Methods in Composition Studies (English 497)
Master's Thesis (English 499)
Independent Study (English 500)
Professional Seminar in the Teaching of English (English 510)
Practicum (Internship) in College Teaching (English 591)
Research and Dissertation (English 599)
“Strategies and Passions in Empirical Qualitative Research.” Writing Studies Research in Practice: Methods and Methodologies. Eds. Lee Nickoson and Mary P. Sheridan-Rabideau. Carbondale: SIU Press. Forthcoming (anticipated June 2012). Print.
“Mapping A Dialectic with Edward M. White (in Four Scenes).” Writing Assessment in the 21st Century: Essays in Honor of Edward White. Eds. Norbert Elliot and Les Perelman. New York: Hampton, 2012. 259-69. Print.
“How We Evaluate Contemporary Poetry: An Empirical Inquiry.” (Article co-authored with Michael Theune.) College English 73.2 (November 2010): 113-137. Print.
Organic Writing Assessment: Dynamic Criteria Mapping in Action. (Book co-authored with Linda Adler-Kassner, Barry Alford, Jane Detweiler, Heidi Estrem, Susanmarie Harrington, Maureen McBride, Eric Stalions, and Scott Weeden.) Logan, UT: Utah State UP, 2009. Print.
“Foreword.” Handbook of Research on Assessment, Technologies, Methods, and Applications in Higher Education. Ed. C. S. Schreiner. Hershey, PA: IGI Global, 2009. xviii-xix. Print.
Rev. (invited) of The Power of Tests: A Critical Perspective on the Uses of Language Tests by Elana Shohamy. Journal of Writing Assessment 3.1 (2007). 55-60. Print.
Rev. (invited) of Teaching and Evaluating Writing in the
Age of Computers and High-Stakes Testing by Carl Whithaus. Teaching
English in the
“More Work for Teacher: Possible Futures of Teaching Writing in the Age of
Computerized Assessment.” The Machine Scoring of Student Essays: Truth
and Consequences. Eds. Patricia
Freitag Ericsson and Richard H. Haswell.
“Rhetorical Writing Assessment: The Practice and Theory of Complementarity.” Co-authored with Michael Boyd. The Journal of Writing Assessment 2.1 (2005). 7-20. Print.
“Making Statewide Writing Assessment Rigorous, Valid, and Fair: The
“Proposal for a New Statewide Assessment of Writing.” Co-authored with Michael Boyd, Brian Conant, Monica Freaner, Lori Kixmiller, Ann Nussbaum, Sarah Parlier, Susan Bloome-Spangler, and Christina Wike. Illinois English Bulletin 91.2 (spring 2004): 9-11. Print.
“Making Our Assessments of Writing More Authentic, Educative, and Rhetorical.” Article posted January 5, 2004, on the McGraw-Hill Teaching Composition web site and e-mail listserv: http://www.mhhe.com/socscience/english/tc/broad/BroadModule.htm
What We Really Value: Beyond Rubrics
in Teaching and Assessing Writing.
“Pulling Your Hair Out: Crises of Standardization in Communal Writing Assessment.” Research in the Teaching of English. 35.2 (2000): 213-60. Print.
“Facing Our Professional Others: Border Crossing in Teacher
Education.” Preparing a Nation’s Teachers: Model Programs for English
and Foreign Languages. Ed. Phyllis Franklin et al.
“Renewing the Nexus: Strengthening Connections across the English Education
Program.” (Co-authored with Ron Fortune, Charles Harris, Jan
Neuleib, Barbara Nourie, and Kay Parker.) Preparing a Nation’s
Teachers: Model Programs for English and Foreign Languages. Ed.
Phyllis Franklin et al.
“Reciprocal Authorities in Communal Writing Assessment: Constructing Textual Value within a ‘New Politics of Inquiry.’” Assessing Writing 4.2 (1997): 133-67. Print.
“Giving Blood to the Scraps: Haints, History, and Hosea in Morrison's Beloved.” African American Review 28 (1994): 189-96. Print.
“‘Portfolio Scoring’: A Contradiction in Terms.” New Directions in
Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale
Scoring. Ed. Laurel Black, Donald A. Daiker, Jeffrey Sommers,
and Gail Stygall.
“Power in the Classroom: Theory, Pedagogy, and Politics.” Works and Days 16 8.2 (1990): 75-86. Print.
Writing Family: A Rhetorical Auto-Ethnography. In-depth, empirical, grounded-theory study of the rhetorical situations, processes, dynamics, and products encountered and generated in the nuclear family in which I act as life-partner and father. (Current status: analyzing/coding archive documents and continued interviewing of participants are underway.)
Still Listening: Ken Macrorie’s Legacy in Rhetoric and Composition. Co-edited with Eugene Hammand. This collection highlights how current pedagogies, theories, and research studies in our field benefit from, build upon, and extend the work of Ken Macrorie, who passed away in 2009. (Current status: We are gathering prospective contributors and preparing our prospectus for presentation to publishers.)
"Discovering What We Value in Our Students' Writing in the Context of Re-Accreditation." Invited half-day workshop presented to the faculty of Elizabeth City State University, Elizabeth City, NC. May 10, 2012.
“Subjectivity, Context, and Trust: Validation as a
Rhetorical Process.” Invited
paper presented as part of the panel “Restoring Trust: Validating
Subjectivity, Context, and Intuition in Writing Assessment.”
Conference on College
Composition and Communication.
St. Louis, MO. March 22,
2012.
"What We Value in IU ENG W-131: An Ongoing Collaborative Inquiry." Featured speaker, Indiana University Writing Program Directors' Symposium. Indianapolis, IN. October 8, 2011.
"Best Practices in Writing Program Assessment." Day-long workshop co-presented with Michele Eodice and Diane Kelly-Riley. Council of Writing Program Administrators (WPA) annual conference. Baton Rouge, LA. July 14, 2011.
"Learning More about What SLACs Value in Their Students’ Writing." Invited keynote address to the Small Liberal Arts Colleges Writing Program Administrators (SLAC-WPA) annual conference. Denison University, Granville, OH. January 14, 2011.
“The Scholarship of Teaching and Learning at Lincoln College.” Professional development workshop presented to the faculty of Lincoln College. Lincoln, IL, August 13, 2010.
“Using Student Artifacts to Enhance Coherence in General Education and Transfer.” Co-presented pre-conference workshop, General Education, Assessment, and the Learning Students Need (conference sponsored by the Association of American Colleges and Universities Network for Academic Renewal). Baltimore, MD, February 26, 2009.
“Beyond Rubrics: Dynamic Criteria Mapping at U-Mass Amherst and Beyond.” Re-Envisioning Writing Assessment: Relevance, Diversity, and Achievement. Southbridge, MA, November 1, 2008.
“Assessing and Enhancing General Education through Dynamic Criteria Mapping.” Invited by AGLS president Mike Gress to present this pre-conference workshop. 48th Annual National Conference of the Association of General and Liberal Studies. Asheville, NC, September 25, 2008.
“Talking Rhetorical Pedagogy.” Paper presented as part of the panel “Building, Branding, and ‘Selling’ Writing Programs.” 2008 WPA Summer Conference. Denver, Colorado, July 12, 2008.
"Methods for Mapping the Values of Contemporary Poetry." Paper presented as part of the panel “What We Really Value in Contemporary American Poetry.” Conference on College Composition and Communication. New Orleans, Louisiana, April 5, 2008.
“Mapping the Past, Creating a Future.” Invited panel chair. Conference on College Composition and Communication. New Orleans, Louisiana, April 4, 2008.
“Using the CCCC Position Statement on Writing Assessment to Guide Assessment Practices: An Individualized Consultation Workshop.” Co-presented day-long workshop. Conference on College Composition and Communication. New Orleans, Louisiana, April 2, 2008.
“Improving Teaching and Learning through Writing Assessment.” Invited by Council of Writing Program Administrators President Joe Janangelo to make this panel presentation with Susanmarie Harrington and Peggy O’Neill. Association of American Colleges and Universities Network for Academic Renewal Conference. Boston, Massachusetts, February 22, 2008.
“Down and Out in English 101: The Director Teaches FYC.” Paper presented as part of the panel “Readiness: When Preparation Involves Quick and Good Thinking.” 2007 WPA Summer Conference. Tempe, Arizona, July 13, 2007.
Co-leader of the WPA 2007 Research Institute. Day-long co-presentation with Irwin Weiser and Susan McLeod, invited by WPA President Shirley Rose. 2007 WPA Summer Conference. Tempe, Arizona, July 12, 2007.
“Getting Elbowed.” Paper presented as part of the panel “I Love the Eighties: How Pedagogical Conversations from the 1980’s Continue to Shape Our Professional Identities.” Conference on College Composition and Communication. New York, New York, March 23, 2007.
“Dynamic Criteria Mapping in Action: Growing Evaluative Community Locally and Organically.” Day-long workshop co-presented with nine colleagues from six institutions. Conference on College Composition and Communication. New York, New York, March 21, 2007.
“Down and Out in English 101: The DWP Becomes an Instructor.” Conference of Mid-America Writing Program Administrators
(MAWPA).
“Bringing Our Values to Light: A Workshop in Dynamic Criteria Mapping.” Invited workshop presentation to faculty of
“What is Dynamic Criteria Mapping (DCM), and Why Should We Care?” Paper presented as part of the panel “Dynamic
Criteria Mapping in Action: Reports from the Field.” Conference
on College Composition and Communication.
“General Education Post FOI: Critical Thinking and Information Literacy in
the First Year.” Panel presentation to
“How (Well) Do We Know What We Value in Our Students’ Work? The Case for Classroom-Based Dynamic Criteria
Mapping.” Invited workshop presentation
to faculty of the
“The Importance of
Teacher-Research: A Conversation with the Editor of the
“More Work for Teacher? How histories of technology illuminate the
struggle between human vs. machine evaluation of writing.” Annual
Conference of the Council of Writing Program Administrators (WPA).
“Using Rubrics for Feedback and
Learning.” Presented with Dianne
Gardner, Department of Educational Administration and Foundations. May
2005 University Teaching Workshop sponsored by ISU’s Center for the
Advancement of Teaching.
“To Create a Community of
Rhetorical Values, We Need to Know Our Values.”
Keynote Address, 18th Annual Rhetoric and Composition Colloquium,
“Mapping Faculty Values in General
Education.” With Mike Jankoviak and
Barry Alford. 110th Annual Meeting of the NCA Higher Learning Commission.
“Reconceiving Plagiarism.” Presented with Jan Neuleib and Amy Robillard
to the
“What We Really Value in Student
Work: How Faculty across the Curriculum Discover and Map Their Hidden Criteria
for Evaluation.” Invited workshop
presentation to the Campus Writing and Speaking Program at
“Why WPAs Can’t Settle for Rubrics.” Joint Conference of Mid-America Writing
Program Administrators (MAWPA) and
“ISAT and PSAE: R.I.P.—How Will We Teach Writing without a Statewide
Assessment?”
“They Gave Us Lemons: A Rhetorical Approach to ISAT and PSAE
Preparation.”
“Why WPAs Can’t Settle for Rubrics: A Mini-Workshop.” Annual Conference of the
Council of Writing Program Administrators (WPA),
“Writing Assessment as Inquiry into Human Values.” Allerton English Articulation Conference,
“Making Writing Assessment Matter.” Conference on College Composition and
Communication,
“Daddy, Where Do (Should) Standards Come From?” Paper presented as part of the panel
“Standards: Who Needs Them?” Conference on College Composition and
Communication,
“Consulting for Writing Assessment.” Co-presented a day-long workshop to the
Conference on College Composition and
Communication,
“Making the Grade: Writing Assessment in our Schools and State.” Co-presented with the ISPAW Project Team: Michael Boyd, Brian Conant, Monica Freaner, Lori Kixmiller, Ann Nussbaum, Sarah Parlier, Susan Bloome Spangler, and Christina Wike. For the Illinois Association of Teachers of English and Illinois State Writing Project 2004 Day of Reunion and Renewal, Normal, IL, February 28, 2004.
“What We Really Value: Dynamic Criteria Mapping for Writing Assessment in
Classrooms and Departments.” Paper and
session handouts sent (I was unable to attend or present in person) to National Council of Teachers of English
(NCTE) Conference,
“What We Really Value: Dynamic Criteria Mapping for Writing Assessment in
Classrooms and Departments.” Workshop
presented to the Illinois Association of
Teachers of English (IATE) Conference,
“
“
“Beyond Rubrics in Teaching and Assessing Writing: Dynamic Criteria Mapping
for Writing Assessment.” Paper presented
to the Conference on College Composition
and Communication,
“Consulting for Writing Assessment.” Co-presented a day-long workshop to the
Conference on College Composition and
Communication,
“Dynamic Criteria Mapping: Discovering What We Value in Students’
Work.” Workshop presented to
“Dynamic Criteria Mapping across the Curriculum.” Invited presentation to the faculty of
“Hermeneutic Assessment of Teaching
Portfolios.” Invited presentation to the
faculty and administration of the
“Dynamic Criteria Mapping for Communal Writing Assessment: Beyond Rubrics in
Teaching and Assessing Writing.” As part of the day-long workshop “Consulting
for Writing Assessment.” Presented to
the Conference on College Composition and
Communication,
“What We Really Value: Beyond Rubrics
in Teaching and Assessment.” Invited
presentation to the faculty of
“Complementarity as Truth in Contemporary Writing Assessment.” As part of
the day-long workshop “Consulting for Writing Assessment.” Presented to the Conference on College
Composition and Communication,
“What We Really Value: A Study of Post-Rubricity in Communal Writing
Assessment.” Presented to the Conference on College Composition and
Communication,
“Word Meets Chip: Rhetorical Reflections on Computerized Writing
Assessment.” Presented to the Conference on College Composition and
Communication,
“Making Successful Writing Assignments.” Presented to the
“A Club That Would Have Someone Like Me as a Member: Questions, Issues, and
Resources for Faculty Writing Groups.” Presented to the Annual Meeting of
the Midwest Sociological Society,
“Institutionalizing Dissent in Communal Writing Assessment.” Presented
to the Conference on College Composition and Communication,
“Publishing Students’ Writing: Reasons, Strategies, Samples.”
Presented to the 1997 Fall Colloquium on the Teaching of Writing,
Department of English,
“Using Listservs to Sustain Professional Community Among Student Teachers in
the Field.” Presented to the 1997 Clinical Experiences and
Certification Processes Supervision Conference,
“Putting NCTE/IRA Standards to Work Preparing Future Teachers of English”
and “Reinvigorating Teachers of English.” Presented to the Heads of
Illinois Secondary English Departments (HISED) Conference,
“Just Writing Assessment: Revisioning ‘Fairness’ and ‘Honesty.’”
Presented to the Conference on College Composition and Communication,
“Pulling Your Hair Out: Crises of Standardization in Communal Portfolio
Assessment.” Presented to the conference Consensus and Conflict: Exploring
Standards and Diversity in the Portfolio Movement,
“Using Listservs to Sustain Professional Community Among Student Teachers in
the Field.” Presented to the
“The Death of Testing: Job, Gawain, and Authentic Assessment.” Presented at
the Heads of Illinois Secondary English Departments (HISED) Conference,
“Clashing Values in Teaching and Assessing Composition: ‘Grammar’ versus
‘Critical Thinking.’” Presented at the Conference on College
Composition and Communication,
“Preparing English Teachers to be Public Intellectuals.” Presented to
the 111th Annual Convention of the Modern Language Association,
“Slouching Toward Postmodernity: A Qualitative Study of Portfolio Assessment
in Crisis.” American Educational Research Association Annual Meeting,
“Writing A Dissertation: Negotiating Authority Amidst the Powers that Be.” Conference
on College Composition and Communication,
“Portfolios are Necessary but Not Sufficient: Consequential Validity in
Large-Scale Writing Assessment.” Conference on College Composition and
Communication,
“A Good Dose of Awkward Facts: Reliability, Validity, and Everyday Life.” Conference
on College Composition and Communication,
“Portfolios in Theory.” As part of “Portfolios: Problems, Possibilities, and Potential,” a day-long workshop presented with Pat Belanoff et al. Conference on College Composition and Communication, Nashville, Tennessee, March 1994.
“Working in the City: Building Community and Negotiating Difference in a
Portfolio Assessment Program.”
“What Portfolios Show About Problems with Holistic Scoring” with Peter
Elbow. Eighth Annual Assessment Conference of the American Association for
Higher Education,
“A Portfolio Scoring Session” with Donald Daiker et al. Conference on College Composition and Communication, San Diego, California, April 1993.
“Portfolio Scoring: A Contradiction in Terms.” Conference on New
Directions in Portfolio Assessment,
“Creating New Communities to Research Writing Peer Groups” with Carmon
Hacker et. al. Conference on College Composition and Communication,
“Problematizing the Politicization of TA Training” with Nedra Reynolds et.
al. Conference on College Composition and Communication,
“Giving Blood to the Scraps: Haints, History, and Hosea in Toni Morrison's Beloved.”
Mid-Atlantic Writers’ Conference,
“Power in the Classroom: Theory, Pedagogy, and Politics.” Annual conference
of the College English Association of Ohio,
“Taped Response: Doing It.” Annual Conference of the National Council of
Teachers of English,
Illinois State University Research Grant, 1996, to support research and development of the manuscript “Rhetorical Writing Assessment: The Practice and Theory of Complementarity.”
Modern Language Association Teacher Education Project, 1995. On the basis of
a proposal I developed and submitted in December 1994, a team of six faculty
(including myself) from
Outstanding Researcher (Humanities), College of Arts and
Sciences, Illinois State University, 2011-2012.
Outstanding University Teaching Award, Illinois State
University, 2008-09.
Finalist, National Society of Collegiate Scholars Faculty of the Year Award, 2005.
Outstanding Teacher (Humanities),
Citation for Outstanding Classroom Practices, Conference on College Composition and Communication, 1998.
Teaching Initiative Award,
Dissertation Scholarship, Miami University Graduate School, 1993-94.
Graduate Student Achievement Awards,
Outstanding Teacher Award, Miami University Department of English, April 1990.
Sinclair Scholarship (for promising Ph.D. students), Miami University Department of English, August 1989.
Conference on College Composition and Communication (CCCC)
CCCC Committee on Writing Assessment
Council of Writing Program Administrators (CWPA)
National Council of Teachers of English (NCTE)
Assessing Writing
Journal of Writing Assessment
Reviewer of article manuscripts for
the journal College English
Reviewer of book manuscripts for the
following publishers: Bedford/St. Martin’s, Longman, NCTE, Southern Illinois
University Press, and Teachers College Press.