University Writing Center Assistant Director,
Northern Nevada Writing Project Co-Director, &
Director Core Writing Program
PhD (Composition & Rhetoric -- University of Nevada, Reno); MA (Writing -- University of Nevada, Reno)
Colombini, Crystal and Maureen McBride. "'Storming and Norming': Exploring the Value of Group Development Models in Addressing Conflict in Communal Writing Assessment." Assessing Writing. 2012.
Broad, Bob, Linda Adner-Kassner, Barry Alford, Jane Detweiler, Heidi Estrem, Susanmarie Harrington, Maureen McBride, Eric Stalions, and Scott Weeden. Organic Writing Assessment: Dynamic Criteria Mapping in Action. Logan, Utah: Utah State University Press, 2009.
Borrowman, Shane. The Cost of Business. New York: Pearson Education, Inc., 2011. Co-Editor
Office: Mackay Science, Room 108
Telephone: (775) 682-7845
Collaboration, Small group interaction, Peer writing workshops, assessment, first-year composition, writing centers
In the classroom, my approach to teaching writing is that students need opportunities to practice, experiment, and develop strategies. Portfolios offer students the space within the structure of the classroom to try revision strategies without fear of negative grade consequences because of the opportunities for revision, reflection, and choice in the portfolios. In addition, the choices that students must make and the reflective activities that I typically include provide students with experiences acting and talking like writers, weighing rhetorical considerations as they compile their portfolios.
My teaching focuses on building bridges between the knowledge that students bring with them to the classroom and the skills that are the goals of that course. For example, students may have very strong reading and writing skill sets in social media, but typically have not had many opportunities to practice academic writing. By using social media, as a starting point for discussions about rhetorical awareness, students are able to more easily gain an understanding of nuances of academic writing and expectations of specific academic discourses. I strive to provide students the opportunity to critically reflect on their own learning and writing.
In addition to the classroom, I believe the writing center is a space to build confident writers and create a community of writers. The student-funded support of our writing center has created a momentum for writing on our campus. The Writing Center is a dynamic and fluid center of writing support and discussion, providing students and tutors the opportunities to continually develop their writing skills.
I bring a background in writing assessment and general education assessment. I believe in the reflective process of assessment and in the practical changes to teaching, learning, and administration that can be gained as a result of assessment. In 2006, I coordinated focus groups with instructors to develop rubrics and scoring tools, trained and normed readers, and contributed to reports for faculty and administrators. As a coordinator for our campus’s general education program, I assisted faculty in developing individualized assessment plans that provided feedback to their courses and the general education program.
My dissertation research focused on collaboration in peer writing groups and that thread continues through my work today, including peer-to-peer interaction in writing centers. I view writing center sessions as collaborative conversations between the tutor and student. I encourage tutors to share experiences and strategies with each other, for undergraduate tutors to lead tutor training sessions. I work closely with other university departments and our local public school district to provide consistent and effective writing tutoring. In my efforts to reach out to our local community and to help create more effective and efficient articulation from high school to college, I have developed a collaborative partnership with the Washoe County School District (WCSD). The University Writing Center trains and supports tutors for local area high schools. I built the relationship with WCSD through my contacts with and participation in the Northern Nevada Writing Project and the National Writing Project.
Camping, desert racing, traveling, reading