Cassandra Phillips
- Affiliated Teaching Professor, English
Education
- Ph.D. Composition and Rhetoric, University of Louisville
- M.A. Writing, DePaul University
- B.A. English, Kenyon College
Research Interests
Literacy studies, reading & writing pedagogy, assessment, writing program administration & development, curricular design, online pedagogy, access education, developmental and access education
Related Activities
First-Year Bridge Literacy Program Coordinator
TYCA Open-Access Literacy Program Coordination Network Coordinator
Selected Publications
- Giordano, Joanne, Holly Hassel, Jennifer Heinert, and Cassandra Phillips. Reaching All Writers: A Pedagogical Guide for Evolving Writing Classrooms. Utah State University Press. February 2024.
- Giordano, Joanne, and Cassandra Phillips. “Adapting Writing Studio Pedagogy for Flexible and Equitable Acceleration.” Journal of Basic Writing. 42.3 (Fall 2024): 33-56.
Giordano, Joanne, and Cassandra Phillips. “Inclusive, Equitable, and Responsive Strategies for Redesigning Open-Access Online Literacy Courses.” In PARS in Charge: Resources and Strategies for Online Writing Leaders edited by Jessie Borgman and Casey McArdle. Fort Collins, Colorado : The WAC Clearinghouse; University of Colorado Press, 2023.
Hassel, Holly, and Cassandra Phillips. “Decoding Writing Studies: First Generation Students, Threshold Concepts, and Pedagogies of Access.” Teaching English in the Two-Year College 50.1 (December 2022): 24-46.
Hassel, Holly, and Cassandra Phillips. Materiality and Writing Studies: Aligning Labor, Scholarship, and Teaching. Southern Illinois University Press. March 2022. *Received the CWPA Best Book Award for 2022-2024.
Giordano, Joanne, and Cassandra Phillips. “Designing an Online Writing Program for Access, Inclusivity, and Disciplinarity.” Transformations: Change Work Across Writing Programs, Pedagogies, and Practices. Eds. Kirsti Cole and Holly Hassel. University Press of Colorado, 2021. 240-258.
Phillips, Cassandra, and Joanne Giordano. “Messy Processes into and out of Failure: Professional Identities and Open-Access Writers.” Failure Pedagogies: Learning and Unlearning What it Means to Fail. Eds. Allison D. Carr and Laura R. Micciche. Peter Lang, 2020. 153-162.
Kalish, Katie, Holly Hassel, Cassandra Phillips, Jennifer Heinert, and Joanne Giordano. “Inequitable Austerity: Pedagogies of Resilience and Resistance in Composition.” “Resilience in an Age of Austerity.” Pedagogy 19.2 (April 2019): 261-281.
Phillips, Cassandra, Holly Hassel, Jennifer Heinert, Katie Kalish, and Joanne Baird Giordano, “Thinking Like a Writer: Threshold Concepts and First-Year Writers in Open-Admissions Classrooms.” (Re)Considering What We Know: Threshold Concepts of Writing Studies, eds. Linda Adler-Kassner and Elizabeth Wardle. Utah State UP, 2019.
Heinert, Jennifer, and Cassandra Phillips. “Transforming the Value of Gendered Service through Institutional Culture Change.” Peitho 21.2 (Spring 2019): 255-278.