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Jeff Grabill - Michigan State University. East Lansing, MI, US

Jeff Grabill Jeff Grabill

Associate Provost for Teaching, Learning, and Technology | Michigan State University

East Lansing, MI, UNITED STATES

Responsible for facilitating innovation in learning via my role as Director of the Hub for Innovation in Learning and Technology

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Texting is good for us: Jeff Grabill at TEDxLansingED Faculty conversations: Jeff Grabill Jeff Grabill:

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Biography

Jeff Grabill serves Michigan State University as the Associate Provost for Teaching, Learning, and Technology, where he remains a Professor of Rhetoric and Professional Writing. His research focuses on how digital writing is associated with citizenship and learning. That work has been located in community contexts, in museums, and in classrooms at both the K-12 and university levels. Grabill is also a co-founder of Drawbridge, an educational technology company. In his role as Associate Provost, Grabill is responsible for facilitating innovation in learning via his role as Director of the Hub for Innovation in Learning and Technology and educator professional development through the MSU’s Academic Advancement Network.

Industry Expertise (7)

Telecommunications Writing and Editing Education/Learning Research Computer Software Computer Networking Computer Hardware

Areas of Expertise (8)

Community Literacy Professional Development Education/Learning Writing Educational Technology Professional Communication Digital Communication Rhetoric

Education (3)

Purdue University: Ph.D., English, Rhetoric and Composition Dates 1997

Kent State University: M.A., English 1993

Wabash College: B.A., English 1991

News (5)

Current State for August 11-12, 2018

WKAR  online

2018-08-11

On this edition of Current State: the gubernatorial race now until November, an interview with Rashida Tlaib, a new charter school in East Lansing, a gallery combining art and science in Detroit, the new milk processor in St Johns and secrets of the sugar industry.

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Science Gallery Lab Detroit: Engaging Detroit’s Young Adults in Science and Art

WKAR  online

2017-12-02

Jeff Grabill is MSU’s associate provost for teaching, learning, and technology and says MSU is a great choice for North America’s first Science Gallery Lab because its mission is consistent with MSU’s rich land grant tradition and mission.

“When Troy brought the idea of Science Gallery to me, I thought it was like a hot knife going through butter at this institution,” Grabill says. “The values of access, inclusivity, and excellence – and the fact that the lab is a learning institution deeply engaged in community and meant to transform the world” make it a perfect fit for MSU.

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Creating Space for Innovation

MSU Today  online

2016-10-26

“The Hub as a unit is meant to help identify, accelerate and sometimes create new ways to learn, research, deliver instruction and collaborate," said Jeff Grabill, associate provost for teaching, learning and technology and director of the Hub. "Our projects directly support the provost’s priorities for student success and they also extend the university in new ways”...

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Jeff Grabill is “engineering collisions” in the classroom, wants to “turn students on their ears"

WKAR  online

2016-10-20

Grabill was a pioneer in the world of writing for the digital space.

“Nothing has been more exponentially powerful or good for the place, role and meaning of writing in our lives than the computer braided with a network,” he says. “We write more now than we’ve written in any generation in human history.”

As he looks to MSU’s future, Grabill “would like to see an important cultural shift in terms of how faculty and students understand their relationships with each other with regard to teaching and learning.

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MSU Amps up Student Success Efforts

MSU Today  online

2015-11-01

The Hub for Innovation in Learning and Technology will focus on student success by creating and accelerating new ways to collaborate, learn, research and deliver instruction, said Jeff Grabill, associate provost for teaching, learning and technology and director of the Hub...

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Research Grants (5)

Statewide Writing Research Project II - Principal Investigator

Oakland County Intermediate School District 

2014-2015
$30,000

Statewide Writing Research Project - Principal Investigator

Oakland County Intermediate School District 

2013-2014
$75,000

Facilitating Learning in Digital Museum Environments - Principal Investigator

Institute for Museum and Library Services 

2010-2014
$686,422

Take 2: A Study of the Co-Creation of Knowledge on Museum Web 2.0 Websites - Principal Investigator

Institute for Museum and Library Services 

2007-2010
$593,965

The Writing, Information, Design in E-Space Research Center (WIDE)

Michigan State University Foundation, Strategic Partnership Grant 

2003-2006
$553,830

Journal Articles (6)

WIDE Research Center as an Incubator for Graduate Student Experience Journal of Technical Writing and Communication

2017

This article describes graduate mentorship experiences at the Writing, Information, and Digital Experience (WIDE) research center at Michigan State University and offers a stance on graduate student mentorship. It describes WIDE’s mentorship model as feminist and inclusive and as a means to invite researchers with different backgrounds to engage in knowledge-making activities and collaborate on projects. Additionally, the article explains how WIDE enables growth for its researchers, teachers, and leaders. To illustrate these ideas, the authors provide multiple perspectives across faculty mentors, former graduate students, and current graduate students in order to discuss how WIDE researchers practice mentorship and how this mentorship prepares students for future work as scholars and researchers. Finally, the article suggests ways other research centers can adapt WIDE’s approach to their own institutional context.

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Revisualizing Composition: How First-Year Writers Use Composing Technologies Computers and Composition

Jeffrey T. Grabill et. al

2015

Reporting on survey data from 1,366 students from seven colleges and universities, this article examines the self-reported writing choices of students as they compose different kinds of texts using a wide range of composing technologies, both traditional (i.e., paper, pencils, pens, etc.), and digital (i.e., cell phones, wikis, blogs, etc.). This analysis and discussion is part of the larger Revisualizing Composition study, which examines the writing lives of first-year students across multiple institution types throughout the United States.

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The Work of Rhetoric in the Common Places: An Essay on Rhetorical Methodology JAC

Jeffrey T. Grabill

2014

The Work of Rhetoric in the Common Places: An Essay on Rhetorical Methodology.

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Ubiquitous Writing, Technologies, and the Social Practice of Literacies of Coordination SAGE Journals

Jeffrey T. Grabill et. al

2013

This article shares results from a multi-institutional study of the role of writing in college students’ lives. Using case studies built from a larger population survey along with interviews, diaries, and a daily SMS texting protocol, we found that students report SMS texting, lecture notes, and emails to be the most frequent writing practices in college student experience and that these writing practices are often highly valued by students as well. Our data suggest that college students position these pervasive and important writing practices as coordinative acts that create social alignment.

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The value of computing, ambient data, ubiquitous connectivity for changing the work of communication designers Communication Design Quarterly Review

2012

Our experiences as part of the Writing in Digital Environments (WIDE) Research Center have led to a complete break with the notion that we are concerned with the effective communication of idea to an audience or even with the related idea that we design technologies for that purpose. At least this is the stance that we take in this very short essay.

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Messy Rhetoric: Identity Performance as Rhetorical Agency in Online Public Forums Rhetoric Society Quarterly

Jeffrey T. Grabill

2012

Our essay draws from a study of interaction in a large and active online public forum. Studying rhetorical activity in open forums presents a number of methodological and conceptual challenges because the interactions are persistent and nonlinear in terms of when and how participants engage, and engagement often happens via textual fragments. We take up two related issues in this essay: one is the methodological challenge of how to study engagement in open digital places. We take up that issue by way of the example study featured here.

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