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Ashlyn C Walden
Senior Lecturer
Writing, Rhetoric, & Digital Studies Department, UNC Charlotte
Editor, ROLE (Research Online Literacy Education)
Contact Information
Writing, Rhetoric, & Digital Studies Department
UNC Charlotte, Cameron 160
92101 University City Blvd.
Charlotte, NC 28262
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Education
Professional Biography
Ashlyn C Walden is a Senior Lecturer in the Writing, Rhetoric, and Digital Studies Department at the University of North Carolina at Charlotte and editor of ROLE (Research in Online Literacy Education), a GSOLE (Global Society of Online Literacy Education) publication. She teaches a combination of hybrid and online courses in composition and advanced writing and research. Beyond the classroom, Walden actively mentors faculty in digital design and online writing instruction every year. Research interests primarily encompass digital composition and design, accessibility, user-centered design, and fostering inquiry-based research in the writing classroom. Her most recent co-authored book chapter with Cat Mahaffey, “#teachingbydesign: Complicating Accessibility in the Tech-Mediated Classroom,” was published in 2019 by IGI Global. Forthcoming publications include: "Necessity is the Mother of Invention: Accessibility Pre, Inter, & Post-Pandemic" in Computers & Composition special issue, Blurred Boundaries: Post-Pandemic Perspectives of Digital Writing Pedagogies and "Be Flexible" in the Journal of Multimodal Rhetorics special issue, Carework & Writing During Covid.
University of North Carolina at Greensboro
Post Graduate Studies
Course: History of Education in the United States (Spring 2013)
Course: Critical Pedagogy (Summer 2013)
University of North Carolina at Charlotte
Master of Arts in Rhetoric and Composition (2009)
Thesis: The Dialogue of Response: Teacher Commentary and Student Interpretation
Advisor: Dr. Tony Scott
Honors Diploma: Summa Cum Laude
Western Carolina University
Bachelor of Arts in English (2007)
Honors Diploma: Magna Cum Laude
Research Projects
Spring 2022-Current
Fall 2019-Spring 2020
Spring 2018-Current
Placeholder for Collaboration Project w/ Cat.
Primary Research Study: Students’ Perceptions of Accessibility Options of Course Content in University Writing Courses. The University of North Carolina at Charlotte. Overview/Purpose: The purpose of this study is to explore how students perceive implicit and explicit accessibility options in course content (e.g. resources, supplemental readings, assignment guidelines, etc.)
Research Project: #teachingbydesign: Modeling Digital Literacy Through Canvas Course Design. The University of North Carolina at Charlotte, Co-Researcher: Dr. Cat Mahaffey. Overview/Purpose: On-going primary research and Canvas course modeling using OWI/OLI best practices to help faculty explore accessibility and design issues.
Teaching Experience
Summer 2016-Current
Fall 2009-Spring 2016
Fall 2008-Summer 2009
Fall 2007-Summer 2008
Senior Lecturer: Writing, Rhetoric and Digital Studies Department, the University of North Carolina at Charlotte. Credit courses: Writing and Inquiry in Academic Contexts, Writing and Inquiry with Studio (Hybrid), UTOP Writing and Inquiry with Studio (Hybrid), Writing and Inquiry with Studio (Synchronous & Asynchronous Online), Advanced Writing, Research, and Critical Analysis (Synchronous & Asynchronous Online). Designed a course curriculum including assignments, multiple delivery modes, and a syllabus.
Composition Instructor/Lecturer: English Department and University Writing Programs, the University of North Carolina at Charlotte. Credit courses: Writing and Inquiry in Academic Contexts, Writing and Inquiry with Studio (Hybrid), UTOP Writing and Inquiry with Studio (Hybrid), English 1101 (First-Year Composition), English 1102 (Writing for the Academic
Community), and English 1103 (Advanced First-Year Composition). Designed a course curriculum including assignments and a syllabus.
Graduate Teaching Assistant: English Department, the University of North Carolina at Charlotte. Credit Courses: Taught one English 1101 (First-Year Composition), and two courses of English 1102 (Writing for the Academic Community). Designed a course curriculum including assignments and a syllabus.
Graduate Assistant: Writing Resources Center, the University of North Carolina at Charlotte, 2007-2008. Worked as a tutor in the Writing Resources Center. Assisted students in various disciplines with styles appropriate for his/her major, spoke about the writing center in other instructor’s classes through workshops addressing revision, peer revising groups, and MLA/APA formatting. Addressed a variety of writing concerns with tutees including grammar, content, citation styles, genre conventions, and organization.
Administrative Experience
Summer 2016-Summer 2017
Fall 2009-Spring 2016
Fall 2008-Summer 2009
Fall 2007-Summer 2008
Associate Director of First-Year Writing: University Writing Program, University of
North Carolina at Charlotte. Duties: Built the schedule of FYW courses for
Spring, Summer, and Fall semesters, tracked statistics of faculty workloads, course releases, and courses taught, built and managed First-Year Writing Canvas Resource page, mentored graduate TAs teaching in FYW, and serve as a representative of the program in various capacities.
Composition Instructor/Lecturer: English Department and University Writing Programs, the University of North Carolina at Charlotte. Credit courses: Writing and Inquiry in Academic Contexts, Writing and Inquiry with Studio (Hybrid), UTOP Writing and Inquiry with Studio (Hybrid), English 1101 (First-Year Composition), English 1102 (Writing for the Academic
Community), and English 1103 (Advanced First-Year Composition). Designed a course curriculum including assignments and a syllabus.
Graduate Teaching Assistant: English Department, the University of North Carolina at Charlotte. Credit Courses: Taught one English 1101 (First-Year Composition), and two courses of English 1102 (Writing for the Academic Community). Designed a course curriculum including assignments and a syllabus.
Graduate Assistant: Writing Resources Center, the University of North Carolina at Charlotte, 2007-2008. Worked as a tutor in the Writing Resources Center. Assisted students in various disciplines with styles appropriate for his/her major, spoke about the writing center in other instructor’s classes through workshops addressing revision, peer revising groups, and MLA/APA formatting. Addressed a variety of writing concerns with tutees including grammar, content, citation styles, genre conventions, and organization.
Service Appointments
Summer 2016-Summer 2017
Fall 2009-Spring 2016
Fall 2008-Summer 2009
Fall 2007-Summer 2008
Associate Director of First-Year Writing: University Writing Program, University of
North Carolina at Charlotte. Duties: Built the schedule of FYW courses for
Spring, Summer, and Fall semesters, tracked statistics of faculty workloads, course releases, and courses taught, built and managed First-Year Writing Canvas Resource page, mentored graduate TAs teaching in FYW, and serve as a representative of the program in various capacities.
Composition Instructor/Lecturer: English Department and University Writing Programs, the University of North Carolina at Charlotte. Credit courses: Writing and Inquiry in Academic Contexts, Writing and Inquiry with Studio (Hybrid), UTOP Writing and Inquiry with Studio (Hybrid), English 1101 (First-Year Composition), English 1102 (Writing for the Academic
Community), and English 1103 (Advanced First-Year Composition). Designed a course curriculum including assignments and a syllabus.
Graduate Teaching Assistant: English Department, the University of North Carolina at Charlotte. Credit Courses: Taught one English 1101 (First-Year Composition), and two courses of English 1102 (Writing for the Academic Community). Designed a course curriculum including assignments and a syllabus.
Graduate Assistant: Writing Resources Center, the University of North Carolina at Charlotte, 2007-2008. Worked as a tutor in the Writing Resources Center. Assisted students in various disciplines with styles appropriate for his/her major, spoke about the writing center in other instructor’s classes through workshops addressing revision, peer revising groups, and MLA/APA formatting. Addressed a variety of writing concerns with tutees including grammar, content, citation styles, genre conventions, and organization.
Service Appointments
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