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Sandra L. Tarabochia

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Sandra L. Tarabochia

Sandra L. Tarabochia

Associate Professor

Ph.D., University of Nebraska-Lincoln, 2010

My research lives at the intersection of writing, teaching, and learning.  I am curious about the many factors, including a range of pedagogical experiences and practical, emotional, psychological and material resources and barriers, that shape how writers grow and develop over time. My first book, Reframing the Relational: A Pedagogical Ethic for Cross-Curricular Literacy Work (NCTE 2017), examines how writing specialists and faculty in other disciplines communicate in face-to-face conversations about teaching writing. Theorizing pedagogy as an epistemic, reflexive, relational activity among teacher-learners, I argue that a pedagogical approach to cross-disciplinary communication and collaboration can cultivate more productive, sustainable writing initiatives. 

You can read more about Reframing the Relational in my post for the NCTE Literacy Blog:

Click here to listen to my interview with Studies in Writing and Rhetoric representative, Alex Hanson:

My co-edited collection Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25 documents a key moment in the history of WAC, foregrounding connection and diversity as keys to the sustainability of the WAC movement in the face of new and long-standing challenges. Boldly engaging such pressing topics as translingualism, anti-racism, emotional labor, and learning analytics, the 18 chapters collected here testify to WAC's durability, persistence, and resilience in an ever-changing educational landscape. Click here to read “Mentorship, Emotional Labor, and Equity for Doctoral Student and Faculty Writers,” my co-authored chapter in the collection.

I am co-founder and co-editor of the open-access, interdisciplinary journal Writers: Craft & Context, the inaugural issue of which was published in August 2020. We publish a wide array of material focused on writers: the work they do, the contexts in which they compose and circulate their work, how they are impacted by policies and pedagogies (broadly conceived) and how they develop across the lifespan. We invite contributions from a range of academic fields as well as from community experts outside academia. In a departure from traditional academic journals, WCC Journal serves as a venue for writers “to speak with (rather than for and over) others’ communities” (“Open Letter,” 2018). We are committed to a vision of “equitable representation in our scholarship and in our field at large” and, as editors, we take seriously our responsibility “to create the conditions to make it happen” (Blewitt et al., 2019, p. 274).

I am currently at work on a second monograph that studies the developmental trajectories of faculty writers through a range of methodological lenses including poetic inquiry. With Professor Shannon Madden, I received the 2016-2017 Emergent Research/er Grant from the Conference on College Composition and Communication and National Council of Teachers of English in support of this research. 

My scholarship appears in Composition Studies (2020), Composition Forum (2019), Writing & Pedagogy (2018), The WAC Journal (2016), WPA: Journal of the Council of Writing Program Administration (2013), and Across the Disciplines (2013).

Research and Teaching Interests:
Writer development; faculty writers; inclusive publishing, educational access, inclusion, and transformation; writing across the curriculum and in the disciplines; writing pedagogy; rhetoric, literacy and sexuality; writing research methods/methodologies; transformative learning; undergraduate research mentorship. 

Senior English major Hailey Grippen earned the Office of Undergraduate Research Spotlight (2018) for her research on faculty writer identity supported by an OUR Mentored Research Fellowship. 


Office: Cate 2, Room 339

Click here to access Prof. Tarabochia's website.