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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

Expert on pedagogy in the digital age

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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 is a Professor of Rhetoric and Professional Writing. His research focuses on how digital writing is associated with citizenship and learning, and that work has been located in community contexts, in museums, and in classrooms at both the K-12 and university levels. He is a Senior Fellow with University Outreach & Engagement. At Michigan State, he helped develop and led a new major in Professional Writing, was a founder of the Writing in Digital Environments (WIDE) Research Center (now Writing, Information, and Digital Experience), and serves as Chair of the Department of Writing, Rhetoric, and American Cultures. Dr. Grabill is also a co-founder of Drawbridge Incorporated, an educational technology company.

In his role as Associate Provost for Teaching, Learning, and Technology, Dr. Grabill is responsible for guiding the development of technology-enhanced instruction on campus. He works collaboratively with the chief information officer on issues related to the teaching and learning experience and actively engages with the deans of the Graduate School and undergraduate education on new models related to curriculum development and delivery.

Industry Expertise (7)

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

Areas of Expertise (4)

Professional and Technical Writing Community Literacy Informal Learning Rhetorical Theory

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 (2)

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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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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Journal Articles (5)

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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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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Computers and composition 20/20: A conversation piece, or what some very smart people have to say about the future Computers and Composition

2011

At the 2011 Computers and Writing Conference, Town Hall speakers were asked to envision the future. This piece extends that conversation, with contributors presenting a range of ideas, often looking backward at our history before gazing into their crystal balls to envision what the future might bring. The pieces included here discuss writing, teaching writing, writing assessment, publishing, robotics, mobility, and other aspects of the field loosely termed computers and composition as it was, is, or may come to be in what we hope will be only the start of an ongoing conversation.

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Intellectual Fit and Programmatic Power: Organizational Profiles of Four Professional/Technical/Scientific Communication Programs Technical Communication Quarterly

2010

Do programs in technical communication thrive when administered in English departments or in other configurations of administrative units? This article examines the variations in professional, technical, and scientific communication programs at four universities across the north central U.S. The first three programs have histories that led them to be housed at increasing distances from their universities' English departments. The fourth is a nascent program emerging in its university's English department.

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Content management and a self-service society: Identifying and solving a key problem of organizational writing IEEE International Professional Communication Conference

2010

Writing functions are increasingly distributed across an organization. This is true because contemporary “knowledge organizations” are by necessity writing-intensive organizations, but it is also true because functions that once fell to professional writers are now tasked to professionals who must write. In this paper, we report focused findings from a 3-year workplace study project designed to understand the effects of the introduction of a content management system (CMS) on the writing practices in an administrative office at a large organization. We argue based on these findings for increased attention to enabling forms of flexibility that might enable writers to innovate new tools in response to their social and cultural needs of the environments in which they write.

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