Identifying, Documenting, and Understanding the Effects
| Role | Name as printed | Affiliation as printed | Paper |
|---|---|---|---|
| Chair | Lucille McCarthy | University of Maryland, Baltimore County, Baltimore → University of Maryland, Baltimore County | |
| Speakers | Sally Barr Ebest | University of Missouri, St. Louis → University of Missouri | Changing the Way We Teach: The Role of Longitudinal Research in Improving TAs’ Teaching |
| Speakers | Christiane Donahue | University of Maine at Farmington → University of Maine at Farmington | Beyond Self-Report: Longitudinal Research and Text Analysis |
| Speakers | Elizabeth Wardle | University of Dayton, OH → University of Dayton | What Research Methods Can Document Elusive Writing-Related Knowledge Transfer? |
| Speakers | Stephen Wilhoit | University of Dayton, OH → University of Dayton | But What Do They Write after They Leave My Class? A Longitudinal Study of College Writing Requirements Across the Curriculum |
Source
NCTE's program, near page 94 of the file. Names link to a person page only for people listed at two or more conventions.
Cite as: Conference on College Composition and Communication. “Identifying, Documenting, and Understanding the Effects.” 2007 Convention Program, New York, session B.6. Via CCCC Program Reader, November 2, 2026.