An Abundance of Online Writing Pedagogy: Distinguishing between Residual Effects of Emergency Remote Instruction and OWI Practices
| Role | Name as printed | Affiliation as printed | Paper |
|---|---|---|---|
| Speaker(s) | Kevin Eric DePew | Old Dominion University → Old Dominion University | |
| Speaker(s) | Cat Mahaffey | University of North Carolina, Charlotte → University of North Carolina at Charlotte | Creating Spaces for Abundant Collaboration |
| Speaker(s) | Aaron Lanser | California State University, Stanislaus → California State University, Stanislaus | Constraints and Promise at a Teaching Institution: Moving the Conversation toward OWI |
| Speaker(s) | Barbara George | Carnegie Mellon University → Carnegie Mellon University | COVID’s Residual Effects on Online Learners: Needs for Community/Connection/Mental Health Care |
| Speaker(s) | Meghan Velez | Embry-Riddle Aeronautical University → Embry–Riddle Aeronautical University | ‘Returning to the Status Quo’ at an Online Campus |
| Speaker(s) | Kenna Grove | The Career Academy, Lincoln Public Schools | Emergency OWI Changes to Professional Development in K–12 Contexts |
| Speaker(s) | Rich Rice | Texas Tech University → Texas Tech University | From Convenience to Communicative Effectiveness: Expanding the Rhetorical Triangle to Include Location and Modality |
Source
NCTE's program. Names link to a person page only for people listed at two or more conventions.
Cite as: Conference on College Composition and Communication. “An Abundance of Online Writing Pedagogy: Distinguishing between Residual Effects of Emergency Remote Instruction and OWI Practices.” 2024 Convention Program, Spokane, session I.10. Via CCCC Program Reader, November 3, 2026.