Emily Isaacs is Associate Dean for Academic Affairs for the College of Humanities and Social Sciences. Dr. Isaacs provides guidance to the College's faculty, and especially the department chairs and program leaders; she also supports academic program development, working closely with the Dean, the Assistant Deans, and the staff of the Dean's Office.
Prof. Isaacs specializes in writing pedagogy, writing assessment, and writing programming in higher education. Prior to joining the Dean's Office, Prof. 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, was recently published by Macmillan: http://www.macmillanlearning.com/Catalog/product/intersections-firstedition-isaacs#tab (2017). _Writing at the State U_, a study of writing instruction and programming at 106 state universities, will be released by Utah State University Press in October, 2017: http://upcolorado.com/utah-state-university-press/item/3224-writing-at-the-state-u.
Prof. Isaacs is in Dickson 401.
Writing Instruction; Writing Assessment; Writing Program Administration; Writing Centers; Writing Instruction in the Secondary Schools
Writing at the State U 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. 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
Writing at the State U is in press with Utah State University Press.