Sarah Faye earned her MA in English from California State University, Sacramento, and her BA in History from UC Davis. She also earned a Certificate in Teaching Composition and a Certificate in TESOL from California State University, Sacramento, as well as a Graduate Certificate in Teaching Technical Communication from University of Texas Tech and a Graduate Certificate in Online Writing Instruction from University of Arkansas at Little Rock. English is her third language since she grew up in Brussels speaking French at school and Italian at home.
In the classes she teaches for the University Writing Program, she focuses on the rhetorical situation and genre analysis, discourse communities, and the writing process.
Selected conference presentations:
“Contract Grading in the Ecosystem: Students, Faculty, and WPA Experiences of Contract Variations across a Program.” CCCC Annual Convention, 2021.
“International Students in Hybrid Courses: Using Grading Contracts to Create an Online Learning Community.” The Asian Conference on Education, Tokyo, Japan, 2019.
“Word Count and Helpfulness Ratings in Online Peer Reviews: Creating Effective Learning Environments.” European Association for Research on Learning and Instruction, Aachen, Germany, 2019.
“A Journey Through Contract Grading: Matching Pedagogy and Assessment.” Young Rhetoricians’ Conference, Monterey, California, 2019.
“Grading Contracts and Online Peer Reviews: Making Students Accountable to Themselves and Each Other.” Association of Teachers of Technical Writing, Pittsburgh, Pennsylvania, 2019.
“Multimodality and community-based assessment.” Teacher to Teacher. Conference on College Composition and Communication, Pittsburgh, Pennsylvania 2019.
“Strengthening Peer Review Practices while Fostering a Helpful Online Community through Eli Review.” Scholarship of Teaching and Learning Conference, University of California, Davis, 2018.
“Bringing Innovation to Professional Genres: ‘Control and Carnival’ in Business Writing.” SIG Writing Conference, Antwerp, 2018.
“Aligning Grading and Pedagogy: Pioneering Contract Grading in a Writing Program: Interactive Poster Session.” Council of Writing Program Administrators, Sacramento, 2018.
“How Collaborating on Hybrid Courses Leads to Program Assessment and Faculty Development.” International Conference on e-Learning & Innovative Pedagogies, New York, 2018.
“Shareable Links: Engaging Students with Us, Themselves, and Others through Google Apps.” Council for Programs in Scientific and Technical Communication, Savannah, 2017.
“Course Outcomes: the Connection between Policy, Pedagogy, and Practice.” European Association for the Teaching of Academic Writing, London, 2017.
“Problem-Solving the Constraints that Hinder Collaboration.” Crossings: Exploring Shared Work in Writing, Reno, 2017.
“Writing (Differently) About Writing.” Research Network Forum, Conference on College Composition and Communication, Portland, 2017.
“Rhetorical Choices Are Political Choices: Uncovering Hidden Political Agendas in Academic Writing.” NCTE Annual Convention, Atlanta, 2016.
“The Effects of Programmatic & Institutional Constraints on the Implementation and Evaluation of Writing Pedagogies.” University of California Writing Conference, UC Santa Barbara, 2016.
“Bringing Context to the Forefront: Writing Assignments that Teach Discourse Community Awareness.” 5th Biannual Northern California Reading and Writing Across the Curriculum Conference, Sacramento State University, 2015.
“Renovation Gone Wrong: New Banking Pedagogy in the Composition Classroom.” Renovation: an Interdisciplinary Graduate Student Conference, University of Nevada, Reno, 2013.
“Space-Shifting and Role-Morphing: Learning from/in Group Tutorial Settings.” International Writing Centers Association Conference, San Diego, October 2012.