Designing Peer Review, Reflective Writing, and ePortfolios for Inclusion and Metacognition
| Role | Name as printed | Affiliation as printed | Paper |
|---|---|---|---|
| Speakers | Dominique Bourg Hacker | University of Wisconsin-Madison → University of Wisconsin–Madison | Feedback Filtering: Empowering Student Writers for the Uncertainty of Workplace Feedback |
| Speakers | Melanie Hoftyzer | University of Wisconsin-Madison → University of Wisconsin–Madison | Feedback Filtering: Empowering Student Writers for the Uncertainty of Workplace Feedback |
| Speakers | Daniel Kenzie | North Dakota State University → North Dakota State University | Reflective Writing in a Pharmacy Co-Curriculum |
| Speakers | Sofia Tarabrina | University of New Mexico → University of New Mexico | Peer Review Modes in a Technical Writing Class: Which One to Choose to Achieve Inclusivity? |
| Speakers | Scott Wible | University of Maryland, College Park → University of Maryland, College Park | Composing a Vision for One’s Life Work: Framing ePortfolio Assignments in the Gen Ed Professional Writing Course |
Source
NCTE's program, near page 95 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. “Designing Peer Review, Reflective Writing, and ePortfolios for Inclusion and Metacognition.” 2022 Convention Program, Virtual, session OD.239. Via CCCC Program Reader, November 3, 2026.