Michelle Neely, Ph.D.

Michelle Neely Ph.D.

Michelle Neely, Ph.D.

Assistant Professor, Attendant Rank; Director, Writing across the Curriculum
Department of English

Michelle directs the Writing Across the Curriculum and Writing Portfolio Assessment Programs.  She teaches in the English department, and her courses include Advanced Rhetoric and Composition, offered both in person and online. She also teaches Research Methods in Writing Studies, and students from this class have presented their projects at the Colorado Springs Undergraduate Research Forum (CSURF) each of the past eight years.  She has also taught for the Honors and Gateway Program Seminar (GPS) Programs.  She is a faculty advisor for the Undergraduate Research Journal, UCCS’s student-run, peer-reviewed journal for student research.

Interests

How do students understand themselves as writers? How do faculty view writing as a pedagogical tool? How do students’ and faculty members’ beliefs about writing shift across time, and under what conditions? What type of support can universities provide to promote growth of student and faculty beliefs about writing as a means to learn?

Michelle is interested in supporting and understanding the role of undergraduate writing in the contexts of student learning, faculty development, and programmatic assessment. Her work includes creating opportunities for faculty to discuss their teaching as well as supporting the integration of writing into their courses. Related interests include the role of reading in college courses and instructional support of reading assignments.

Journal Articles

Neely, M.E, & Amicucci, A. (2020). Knowing students and hearing their voices in writing. Composition Forum, 44. 

Maxson, B., Neely, M., & Roberts, L. (2019). The power of peers: Approaches from writing and libraries. Reference Services Review, 47(3).

Neely, M.E. (2018) Helping faculty self-regulate emotional responses in writing assessment: Use of an “overall response” rubric category. Journal of Writing Assessment, 11(1). 

Neely, M.E. (2017). Faculty epistemologies in successful writing fellow partnerships: How do faculty understand teaching, learning, and writing? Across the Disciplines, 14(2).

Neely, M.E. (2016). Recognizing multiplicity and audience across the disciplines: Developing a questionnaire to assess undergraduates’ rhetorical writing beliefsJournal of Writing Assessment, 9(2).

Neely, M. E. (2014). Epistemological and writing beliefs in a first-year college writing course: Exploring shifts across a semester and relationships with argument quality. Journal of Writing Research, 6(2).

Neely, M. E., Schallert, D. L., Mohammed, S. S., Roberts, R. M., & Chen, Y. J. (2009). Self-kindness when facing stress: The role of self-compassion, goal regulation, and support in college students’ well-being. Motivation and Emotion, 33(1), 88-97. 

Conference Proceedings

Keyek-Franssen, D., Neely, M.E, Beaver, A., Wood, M. & Edwards, C. (February, 2019).  “Rocky Mountain HIPs: Scaling Quality High Impact Practices across the University of Colorado.” Panel Presentation at HIPS in the States Conference, Bowling Green, Kentucky.   

Larkin, K. & Neely, M. (January, 2019). “Writing a living teaching philosophy” Presentation given at Mountain Lion Teaching and Learning Day, University of Colorado, Colorado Springs.  

Moon, D. & Neely, M.E.(August, 2018)  “Helping Faculty Move their HIPS: High Impact Practices in General Education.” Presentation at Colorado Teaching with Technology Conference, Boulder Colorado. 

Neely, M.E. (November, 2018). “Circling up to support student reading: Teaching circles for change.” Poster presented at the Professional and Organizational Development Network in Higher Education, Portland, Oregon. 

Maxson, B., Neely, M.E., & Roberts, L.  (July, 2018) “Peers who paddle together, learn together.” Paper presented at Library Instruction West, Grand Junction, CO. 

Neely, M.E. (March, 2017) Moving from Trophy Case to Maker Space: An Undergraduate Research Journal Revisioned around High Impact Practices. Paper proposed for the conference on High Impact Practice in the States, National Association of System Heads. Dominguez Hills, CA. 

Weiss, D., Neely, M.E, & Moon, C.D. (March, 2017) Can HIP-sters Change the Future at a Public University? Paper proposed for the conference on High Impact Practice in the States, National Association of System Heads. Dominguez Hills, CA. 

Neely, M.E. (April, 2016) Promoting Metaknowledge in Advanced Composition: The Use of E-portfolios to Foster Transfer and Undergraduate Self-Authorship.  Paper presented at the annual Conference on College Composition and Communication, Houston, Texas.

Neely, M.E (February, 2015). Writing Fellows as General Education Change Agents. Paper presented at the American Association of Colleges and Universities, Kansas City, MO.

Neely, M.E. (June, 2012). Epistemological Correlates of a New WAC Program: Measuring Beliefs about Learning and Writing. Paper presented at the International Writing across the Curriculum Conference, Savannah, GA.

Neely, M.E. (April, 2012). Developing a Measure of Undergraduates’ Rhetorical Beliefs. Paper presented at the annual meeting of the American Educational Research Association, Vancouver.

Neely, M.E., Freeman, T. (March, 2011). Is There a “There” There? Seeking Relatedness within the Undergraduate Rhetoric and Writing Major.”  Paper presented at the annual Conference on College Composition and Communication, Atlanta, GA.

Neely, M.E. (April, 2010). “My audience is all readers, ages 18-90:” Named Audiences & Writing Quality in First-Year Composition. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.

Neely, M.E. (March, 2010) Appropriated Sources or Appropriated Students? Students’ Views of Authority and Use of Citations in Rhetorical Writing. Paper presented at the annual Conference on College Composition and Communication, Louisville, KY.

Neely, M.E. (April, 2009). Imagining yourself as a college student/ Envisioning yourself as a teacher: High school students and future English teachers in an online Community of Practice. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Neely, M.E. (March, 2009). “It’s easier when you’re right:” The role of certitude and other rhetorical beliefs in undergraduates’ writing. Paper presented at the annual Conference on College Composition and Communication, San Francisco, CA.

Neely, M.E., Hardy, M.O, and Little, M. (April, 2008). Teacher and student ambassadorship in an online community of practice. Paper presented at the biennial meeting of the Rhetoric Society of America, Seattle, WA.

Neely, M.E. (March, 2008). Epistemological beliefs in action: How do undergraduates with different beliefs about knowledge write persuasively? Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.

Roberts, R.M, Mohammed, S.S, and Neely, M.E. (March, 2008). “Quit partying, more studying:” A mixed-methods investigation of undergraduates’ academic goal attainment and well-being. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.

Neely, M.E. (March, 2008). Revealing the beliefs that shape realities: Developing a survey of undergraduates’ rhetorical beliefs. Paper presented at the annual Conference on College Composition and Communication, New Orleans, LA.

Neely, M.E, Schallert, D.L., Mohammed, S.S, Mendiola, R., and Kim, H. (April, 2007). Juxtaposing Self-Compassion with perceived need for support and perceived availability of support in understanding college students' well-being. Paper presented at annual meeting of the American Educational Research Association, Chicago, IL.

Neely, M.E., Schallert, D.L., Mohammed, S.S, Mediola, R., and Kim, H. (April, 2007). The dark side of academic volition: Is persistence always a good thing? Paper presented at annual meeting of the American Educational Research Association, Chicago, IL.

Neely, M.E. (March, 2007). Students thinking, students writing: An investigation of undergraduates' knowledge beliefs and rhetorical writing performance. Paper presented at annual Conference on College Composition and Communication, New York City, NY.      

Schallert, D.L., Neely, M.E., Mohammed, S.S., Mendiola, R., Riekenberg, J.J., Games, I.A., Mayrath, M., and Peshwe, A. (April, 2006). The role of self-compassion, life stressors, and goal disengagement and reengagement in college students’ well-being. Paper presented at annual meeting of the American Educational Research Association, San Francisco, CA.

Education

Ph.D. in Educational Psychology, University of Texas at Austin

MA, University of Texas at Austin

BA in English and Secondary Education