Stacy Kastner specializes in Rhetoric and Writing and teaches courses on academic writing, English studies, composition pedagogy, and writing center theory and practice. She is also Associate Director of the Writing Center, which is a four-site network of around 25 writing collaborators who use innovative methods to support students writing for school, for the workplace, and for pleasure. As Associate Director, she is responsible for training and organizing ongoing professional development for tutors; working with MSU faculty to incorporate low-stakes, multi-draft, and response-rich writing assignments into their courses; collaborating with other units and student organizations to sponsor writing activities on campus; and organizing Writing Center assessment and research. As a researcher, she moves between both qualitative and quantitative methods and focuses on (techno) literacy and writing habits, identities, practices, spaces, and pedagogies.
Ph.D. 2013 Bowling Green State University, Rhetoric and Writing
M.A. 2008 St. Bonaventure University, English
B.A. 2006 St. Bonaventure University, English
First-Year Writing, Graduate Research Methods and Writing, Writing Center Theory and Practice, Composition Pedagogy, Rhetoric and Composition, Digital Writing and New Media.Recent Courses:
- English 4233/6233: Composition Pedagogy (every spring)
- English 1103: Composition I (fall 2013)
- English 1173: Accelerated Composition (spring 2014)
- English 1111: Introduction to English Studies (every fall)
- English 4243/6243: Writing Center Tutoring (every fall)
Research:Dr. Kastner’s research work focuses on literacy and pedagogy both inside and outside of the classroom using narrative, interdisciplinary, teacher-research, and techno-feminist frameworks and methods. She has published articles on writer identity, techno-pedagogy, and the gender politics of technology in the CEA Forum, Pedagogy, Feminist Teacher, and in refereed conference proceedings. Currently, her research is focused on three projects: (1) An auto-ethnographic investigation of how and why (or why not) adolescents come to think of and call themselves writers; (2) An assessment of embedded tutoring in a Criminological Theory course in terms of student perceptions of revision and improvements in student writing; and (3) A longitudinal community-outreach project with colleagues from the Computer Science and Engineering and Education Departments that experiments with interdisciplinary curriculum-building between Humanities and STEM content areas and investigates the gendered dimensions of technology and project- and team-based learning. For a full list her scholarly activity, please see her CV.
“Writing Teachers for 21st Century Writers: A Gap in Graduate Education.” Pedagogy, Special Issue on Graduate Education, Forthcoming. Co-Authored with Kerri Hauman and Alison Witte.
“Cyberfeminists at Play: Lessons on Literacy and Activism from a Girls’ Computer Camp.” Feminist Teacher 22.1 (2011): 43-59. Co-Authored with Kristine Blair, Kerri Hauman, Em Hurford, Katherine Fredlund, and Alison Witte.
“Introducing the Composition Student to the Writer He or She Already Is” CEA Forum 39.1 (2010).
Refereed Conference Proceedings
“Mending the Gap, Growing the Pipeline: Increasing Female Representation in Computing,” Co-Authored with Sarah Lee. Southeastern Section of the American Society for Engineering Education. Spring 2015, Gainesville, Florida.
“Review: Words at Work and Play: Three Decades in Family and Community Life by Shirley Brice Heath.” Composition Studies 40.2 (2012): 162-5.
“Review: Rhetorica in Motion, Feminist Rhetorical Methods and Methodologies edited by Eileen Schell and K. J. Rawson.” Feminist Teacher, Forthcoming. Co-Authored with Kerri Hauman, Em Hurford, Jeff Kirchoff, Lee Nickoson, and Kate Spike.
“Review, Panel B23: Next Steps? Responses to Royster’s and Kirsch’s Feminist Rhetorical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies.” Kairos: A Journal of Rhetoric, Technology, and Pedagogy 18.1 (2013). Co-Authored with Kerri Hauman.
“Mending the Gap, Building the Pipeline: Increasing Female Representation in Tech,” Co-Authored with Sarah Lee (CSE) and Patrice Anderson (Art). Mississippi State University Cross-College Research Grant, $2000, 2013.