Arriving with Credit: What We Can Learn from Students’ Language about First-Year Writing Experiences
| Role | Name as printed | Affiliation as printed | Paper |
|---|---|---|---|
| Speakers | Adam Hubrig | University of Nebraska, Lincoln → University of Nebraska System | Asset-Based Pedagogy: Considering Diverse Student Positionalities in the Classroom |
| Speakers | Katie McWain | University of Nebraska, Lincoln → University of Nebraska System | Students as Teachers: Incorporating First-Year Writers’ Perspectives in Writing Pedagogy Education |
| Speakers | Debbie Minter | University of Nebraska, Lincoln → University of Nebraska System | ‘Instead of Trying to Fit the Mold’: Students Talk about Meaningful Writing |
| Speakers | Shari Stenberg | University of Nebraska, Lincoln → University of Nebraska System | The Problem with Equivalency: Students Describe Writing across First-Year Contexts |
Source
NCTE's program, near page 250 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. “Arriving with Credit: What We Can Learn from Students’ Language about First-Year Writing Experiences.” 2018 Convention Program, Kansas City, session I.42. Via CCCC Program Reader, November 2, 2026.