Graduate Teaching Assistant
- Doctoral Candidate, University of Texas at Arlington
- MA TE, University of Nevada, Reno
- BA, Tulane University
Lorie Jacob’s interests include: Writing Program Administration, Secondary-PostSecondary Partnerships, Composition/Rhetoric, Teacher Education, as well as Research Methods and Teacher/Classroom Research. Her current research includes investigating the relationship between socioeconomics and college aspiration and she has recently completed a multi-modal research study investigating these issues. She is particularly interested in working with high schools to ease students’ transition from secondary to post-secondary education and to emphasize writing instruction across grade-levels and across the curriculum.
Lorie is also working on a paper for the Feminist Workshop at this year’s Conference on College Composition and Communication in New Orleans where she will serve as discussion leader at a feminist pedagogy roundtable. She is scheduled to participate in a roundtable discussion of issues concerning graduate teaching assistants who serve as tutors in the Writing Center at the South Central Writing Center Association Conference at the University of Oklahoma this spring. And she has recently proposed panels at national conferences to present her independent research. She is also currently participating in an ongoing research study investigating critical thinking in the first year classroom as part of Milissa Riggs’s dissertation research. She is committed to independent and classroom research in the effort to create new knowledge in the field.
- Teaching Consultant with the National Writing Project
- Textbook reviewer for Pearson Longman
- National Council of Teaching English
- College English Education Division of NCTE, Writing Teacher Education Commission
- National Writing Project, Teaching Consultant
- College Composition and Communication