Michigan State University
Michigan State University
Department of Writing, Rhetoric, and American Cultures
Nancy C. DeJoy
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Nancy C. DeJoy

Associate Professor
Director of Academic Assessment Initiatives, College of Arts and Letters
Graduate Faculty

email: dejoy@msu.edu


Research Areas

Assessment, Composition Pedagogy, feminism, first-year writing


Nancy C. DeJoy is Associate Professor in the Department of Writing, Rhetoric, and American Cultures and the Director of Academic Assessment Initiatives for the College of Arts and Letters at Michigan State University. In Process This: Undergraduate Writing in Composition Studies she presents an approach to undergraduate writing that reconnects reading and writing to create a pedagogy of participation and contribution. Subsequent scholarship has focused on how research-based writing instruction can integrate information literacy activities in productive ways, especially by refiguring the relationship between reading and writing in ways that enrich content comprehension. DeJoy creates custom materials for first-year writing programs that wish to move toward inquiry-based pedagogies that invite participation (rather than mere consumption) and contribution (rather than adaptation). She has also published in the areas of community-based literacy education, faculty/librarian partnerships as well as more widely in composition studies. Her poetry appeared in Contemporary American Voices in 2012. She is a graduate of the Summer 2013 Higher Education Resources Services Seminar (HERS) for women.

DeJoy co-coordinated (with the Provost for Undergraduate Education) the five-year long process of involving faculty, staff, librarians, and undergraduate and graduate students in the creation and institutionalization of MSU’s undergraduate learning goals and assessment rubrics, including designing and leading a web development team to create an interactive rubric website for members of the MSU community. Her work in the College of Arts and Letters focuses on inspiring and supporting innovative teaching that addresses the needs of diverse learners and engages assessment practices that enhance teaching and learning.

Representative Work

2013. “Understanding the Relationship Between Good Writing and Good Research: RAIDS Heuristic for Reading and Writing Research" (with Sara Miller and Benjamin Oberdick). Successful Strategies for Teaching Undergraduate Research. Rowan Littlefield. 

2012. Contemporary American Voices. (Poetry). “Being and Not Being”; “Spike Heels”; “Age and Change.” https://contemporaryamericanvoices.wordpress.com/

2011. Reading and Writing Literacies, second edition (with Collin Craig, Steven Lessner and Bonnie Williams). New York: Pearson/Longman. https://www.amazon.com/Reading-Writing-Literacies-Michigan-University/dp/1256307262

2004. Process This: Undergraduate Writing in Composition Studies. Utah State University Press. http://digitalcommons.usu.edu/usupress_pubs/150/

1999. “I was a Process-Model Baby.” Post-Process Writing Pedagogies. Ed. Thomas Kent. Carbondale: Southern Illinois University Press, 163-178. https://www.amazon.com/Post-Process-Theory-Beyond-Writing-Process-Paradigm/dp/0809322447/ref=sr_1_1?s=books&ie=UTF8&qid=1501524901&sr=1-1&keywords=9780809322442