Pam Bromley

Pam Bromley
Scripps College

PhD

About

17
Publications
2,015
Reads
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92
Citations
Introduction
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 currently co-edits 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.
Additional affiliations
August 2019 - present
Scripps College
Position
  • Writing Associate
Description
  • 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 2011 - June 2019
Pomona College
Position
  • Assistant Director of College Writing & Assistant Professor of Politics
Description
  • 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
August 2008 - June 2011
Pomona College
Position
  • Assistant Director of College Writing
Description
  • Coordinated 25+ peer Writing Fellows in the Writing Center, including Fellows attached to courses across the disciplines. Collaborated with offices across the College and the Consortium. Taught writing-intensive courses in the Politics Department and the Writing Program
Education
September 2000 - November 2007
Princeton University
Field of study
  • Politics
September 1994 - June 1998
Williams College
Field of study
  • Biology and Political Science

Publications

Publications (17)
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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,
Article
Full-text available
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...
Article
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...

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