Emily Isaacs

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Associate Dean, College of Humanities and Social Sciences, College of Humanities and Social Sciences

Dickson Hall 401
BA, Colby College
PhD, University of Massachusetts, Amherst
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Emily Isaacs is Associate Dean of the College of Humanities and Social Sciences. Associate Dean Isaacs's field of specialization is Writing Studies. Associate Dean Isaacs served as department chair of English for two years, and as director of First-Year Writing for twelve years. While director of the First-Year Writing Program, the Conference on College Composition and Communication honored Montclair State with the certificate in excellence in writing programming award (2012). Currently her scholarship is focused on best practices for writing assessment and the national state of writing instruction and support at U.S. four-year universities. Recently her articles have appeared in _Pedagogy_, _College English_, _Writing Program Administration_, _Writing Center Journal_, _Journal of Teaching Writing_ and several book collections. Her edited book collection (with Phoebe Jackson) _Public Works: Student Writing as Public Text_ was published with Heinemann Boynton/Cook in 2001; _Interesections_, co-authored with Catherine Keohane of Montclair's English department, is forthcoming from Macmillan.

Prof. Isaacs is in Dickson 401.


Writing Instruction; Writing Assessment; Writing Program Administration; Writing Centers; Writing Instruction in the Secondary Schools




Research Projects

Writing Instruction, Support, and Administration at the State University: A Comparative Review and Report of 106 U. S. Representative Institutions

Institutions presents a comprehensive, empirical analysis of the state of writing programming at four-year state comprehensive universities, a broad classification that includes research universities, regional schools, and BA granting colleges. The study is unique in that it does not rely on open survey calls and self-reporting, which are overly relied upon methods in our field, and thus comes to different findings than most studies that are based on self-selected survey response. Rather, for this study, the sample was selected first, and then data was gathered through multiple means, relying primarily on public reporting, and thus provides an important counter-balance to the proliferation of "status" research that is drawn from skewed samples and self-reporting. From my study of over 160 variables, which are statistically analyzed, the following key findings are demonstrated and explored in depth, and in light of scholarly discussion, and our professional organizations position statements:

*\sWide implementation of several guiding principles of contemporary writing practices

*\sMajority presence of several advocated developments in writing programming

*\sA significant minority of institutions that are unaffected by the discipline as evidenced by several factors

*\sAcross the board, the presence of discordant policies and practices that undercut best practices