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Pam Bromley teaches and works with students, tutors, and faculty in the Writing Program at Scripps College in Claremont, California to enhance writing in the core curriculum and across the College. She recently finished co-editing The Writing Center Journal with Kara Northway and Eliana Schonberg. Her research examines empirically how ideas impact individuals and institutions in pedagogy and politics. She has published in peer-reviewed journals in writing studies, political science, and biology.
August 2019 - present
- Writing Associate
- Teach and work with students, tutors, and faculty in the Writing Program at Scripps College in Claremont, California, in order to enhance the role of writing in the core curriculum and across the College.
September 2017 - July 2022
The Writing Center Journal
September 2011 - June 2019
- Assistant Director of College Writing & Assistant Professor of Politics
- Coordinated 30+ peer Writing Fellows in the Writing Center, including Fellows attached to courses across the disciplines. Collaborated with offices across the College. Taught writing-intensive courses in the Politics Department and the Writing Program
Although political science instructors increasingly recognize the advantages of incorporating active learning activities into their teaching, simulations remain the discipline's most commonly used active learning method. While certainly a useful strategy, simulations are not the only way to bring active learning into classrooms. Indeed, because stu...
Taking a dispositional view of transfer and applying Joanne Lobato's "actor-oriented transfer perspective," we analyze student perceptions of writing center visits at three very different institutions. We find that, as a nonevaluative space where university students can develop metacognitive awareness across disciplines and over time, writing cente...
As writing centres in Canada face challenges to their existence, funding, and stature, it may be helpful to situate the Canadian experience empirically. This project investigates the number of, geographical, institutional, and physical locations of, and longevity of Canadian writing centres using information from an original database and survey exa...
Published in Praxis: A Writing Center Journal https://issuu.com/titospanks/docs/17.2_spring_2020_full_issue/2 /////// Abstract: The number of writing centers in German-speaking countries has grown rapidly since the first center was established in 1993. The increase in centers has been accompanied by substantial growth in writing professionals, sc...
This piece provides a timeline for the development of transatlantic writing centers outside of the United States, including IWCA, followed by lists of organizations and scholarly venues advancing writing center work transatlantically. This information provides useful context for the articles presented in this issue. Due to space constraints, langua...
This article evaluates author and citation patterns in JoSch, from 2010 to 2016, to illuminate what one journal publishing writing research privileges ‒ and what it does not ‒ at this moment of the field’s maturation. Examining the first twelve issues, we found 100 articles with 818 citations, excluding 26 pieces without citations. We determined th...
International and multilingual student enrollments are growing around the world. Because 73% of international students in the United States come from countries where English is not an official language, the number of L2 students is likewise growing. Writing centers are on the frontlines in academically supporting L2 students, but tutor anxiety in s...
Writing and peer review are essential features in all scholarly disciplines; these practices should be developed and encouraged, especially in undergraduate courses where students are just beginning to think critically in a new discipline. Writing and peer review feed into one another to promote essential elements of critical thinking,
The participants in Internationalizing the Curriculum I took a multi-level approach to considering the challenges of incorporating global issues into higher education. Our discussion—facilitated by track moderator Pamela Zeiser (University of North Florida)—focused primarily on the challenges of internationalizing the curriculum on four levels: the...
Complex glycophosphosphingolipids present in plants are composed of ceramide, inositolphosphate, and diverse polar oligosaccharide substituents. The activity of inositolphosphorylceramide (IPC) synthase (phosphatidylinositol:ceramide inositolphosphate transferase), the enzyme proposed to catalyze the initial committed step in the formation of these...