From Imagined Student to Ecologically Grounded Reality: Interventions to Promote Equity in the Writing Classroom
| Role | Name as printed | Affiliation as printed | Paper |
|---|---|---|---|
| Speakers | Rosanne Carlo | College of Staten Island CUNY → College of Staten Island | Empathy and Time in Assessment: Knowing FYW Student Ecologies to Support Course Engagement and Writing |
| Speakers | Charlotte Kupsh | University of Nebraska-Lincoln → University of Nebraska–Lincoln | Ecological Theories of Displacement in First-Year Writing Classrooms |
| Speakers | Bethany Monea | University of Pennsylvania Graduate School of Education → University of Pennsylvania | Nepantla Literacies at the Nexus of High School and College: An Ecological Framing for Cultivating Equity in College Transitions |
| Speakers | Rachael Shah | University of Nebraska-Lincoln → University of Nebraska–Lincoln | Critical Action Ecologies: Supporting Novice Teachers in Justice-Oriented Community Engagement |
Source
NCTE's program, near page 27 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. “From Imagined Student to Ecologically Grounded Reality: Interventions to Promote Equity in the Writing Classroom.” 2022 Convention Program, Virtual, session OD.63. Via CCCC Program Reader, November 2, 2026.