Dr. Brad Jacobson
I am Assistant Professor of English focusing on high school to college writing transitions and culturally-sustaining approaches to writing pedagogy, assessment, and policy. My current project traces the complex negotiations of identities four students experience as they write across the high school to college transition in the southwest U.S. I am also collaborating on research analyzing Texas state writing exams and exploring advisory boards in community literacy partnerships. My work has appeared in peer-reviewed journals such as the Journal of Writing Assessment and Writing Program Administration, and is forthcoming in edited collections on longitudinal research methodologies and teacher professionalization.
I teach undergraduate and graduate courses in English education and writing studies. My student-centered pedagogy provides opportunities for experiential learning and writing-based practice, particularly in my Community Engagement & Leadership (CEL)-designated courses that include a high school partnership with El Paso’s Young Women’s STEAM Research & Preparatory Academy.
I teach undergraduate and graduate courses in English education and writing studies. My student-centered pedagogy provides opportunities for experiential learning and writing-based practice, particularly in my Community Engagement & Leadership (CEL)-designated courses that include a high school partnership with El Paso’s Young Women’s STEAM Research & Preparatory Academy.
Selected Publications
“Troublesome Knowledge: A Study of GTA Ambivalence with Genre-Informed Pedagogy.” WPA: Writing Program Administration, vol. 43, no. 2, 2020, pp.66-88. (Co-author with Aimee Mapes, Rachel LaMance, and Stefan Vogel)
“‘Now We're Trying to Teach the Public’: Writing and Project-Based Learning in General Education.” Currents in Teaching and Learning, vol. 10, no. 2, 2018, pp. 23-35.
“Teaching and Learning in an ‘Audit Culture’: A Critical Genre Analysis of Common Core Implementation.” Journal of Writing Assessment, vol. 8, no. 1, 2015.
