Shelley Rodrigo

Interim Director, Writing Program

Associate Writing Specialist and Associate Professor

Rochelle (Shelley) Rodrigo is Associate Director Writing Program, Online Writing, and Associate Writing Specialist (Continuing Status). She also serves as core faculty in the Rhetoric, Composition, and the Teaching of English (RCTE) in the Department of English at the University of Arizona. She researches how “newer” technologies better facilitate communicative interactions, specifically teaching and learning. As well as co-authoring three editions of The Wadsworth/Cengage Guide to Research, Shelley also co-edited Rhetorically Rethinking Usability (Hampton Press). Her scholarly work has appeared in Computers and Composition, C&C Online, Technical Communication Quarterly, Teaching English in the Two-Year College, EDUCAUSE Quarterly, Journal of Interactive Technology & Pedagogy, Enculturation¸ as well as various edited collections. In 2018 she became an Adobe Education Leader, in 2014 she was awarded Old Dominion University’s annual Teaching with Technology Award, in 2012 the Digital Humanities High Powered Computing Fellowship, and, in 2010 she became a Google Certified Teacher/Innovator.

Books

  • Miller-Cochran, Susan K., and Rochelle L. RodrigoThe Wadsworth Guide to Research. Boston: Wadsworth/Cengage, 2009. Print. (50%)
    • The Wadsworth Guide to Research, 2nd ed. 2014. (50%)
    • The Cengage Guide to Research, 3rd ed. In Press (50%)
  • Miller-Cochran, Susan, and Rochelle Rodrigo, eds. Rhetorically Rethinking Usability: Theories, Practices, and Methodologies. Cresskill, NJ: Hampton Press, 2009. Print. (50%)

Refereed Journal Articles

Book Chapters

  • Rodrigo, Rochelle, and Susan Miller-Cochran. “Acknowledging Disciplinary Contributions: On the Importance of Community College Scholarship to Rhetoric and Composition.” Composition, Rhetoric, and Disciplinarity: Traces of the Past, Issues of the Moment, and Prospects for the Future, edited by Rita Malencyzk, Susan Miller-Cochran, Elizabeth Wardle, and Kathleen Yancey. Utah State University Press, 2018, pp. 53-69. 
  • Rodrigo, Rochelle. “Writing a Wiki Resource Guide for a Literature Survey Course.” Teaching Literature with Digital Technology: Assignments, edited by Tim Hetland, Bedford/St. Martin’s, 2017, pp. 50-68.
  • Rodrigo, Rochelle, and Susan Miller-Cochran. “QEP Evaluation as Opportunity: Teaching and Learning through the Accreditation Process.” Reclaiming Accountability: Improving Writing Programs through Accreditation and Large-Scale Assessments, edited by Wendy Sharer, Tracy Ann Morse, Michelle F. Eble, and William P. Banks, Utah State UP, 2016, pp. 36-51.  **Edited collection won the 2016 CWPA Best Book Award
  • Rodrigo, Rochelle, and Julia Romberger. “Frugal Realities: Hacker Pedagogies and Scrappy Students in an Online Program.” The New Normal: Pressures on Technical Communication Programs in the Age of Austerity, edited by Denise Tillery and Ed Nagelhout, Baywood Publishing Company, Inc., 2015, pp. 89-106. 
  • Rodrigo, Rochelle. “Online Writing Instruction on the Go.” Foundational Practices in Online Writing Instruction, edited by Beth L. Hewett and Kevin E. DePew, The WAC Clearinghouse and Parlor Press, 2015, pp. 493-516. The WAC Clearinghouse, wac.colostate.edu/books/owi/. [invited]
  • Kidd, Jennifer, and Rochelle Rodrigo. “Getting Uncomfortable: Identity Exploration in a Multi-Class Blog.” Web Writing: Why and How for Liberal Arts Teaching and Learning, edited by Jack Dougherty and Tennyson O’Donnell. Ann Arbor, MI: University of Michigan Press, 2014, pp. 161-174. Digital Culture Books, http://www.digitalculture.org/books/web-writing/
  • Jacobsen, Craig, Susan Miller-Cochran, and Rochelle Rodrigo. “The WPA Outcomes Statement and Disciplinary Authority.” The WPA Outcomes Statement: A Decade Later, edited by Nicholas Behm, Gregory Glau, Deborah Holdstein, and Duane Roen. West Lafayette, IN: Parlor Press, 2013, pp. 107-123. **Edited collection won the 2011-2012 CWPA Best Book Award