Collie Fulford employs mixed qualitative research approaches to study writers and writing programs. Her methodologies include institutional ethnography, feminist collaborative inquiry, poetic inquiry, and critical discourse analysis. A former president of the Carolinas Writing Program Administrators, she serves on the editorial board for WPA: Writing Program Administration. Honors include a Humanities Unbounded Visiting Faculty Fellowship at Duke University, awards for teaching and research excellence at North Carolina Central University, and the James Berlin Outstanding Dissertation Award from the Conference on College Composition and Communication. Her publications on writers and writing programs can be found in Pedagogy, WPA: Writing Program Administration, Composition Studies, and Across the Disciplines, and several edited collections . She presents in the US and Pakistan about digital humanities, writing studies, and qualitative research methodologies.

Collie’s forthcoming book draws upon the author’s years leading student-faculty research collaborations at a historically Black university. Insiders, Outliers: Centering Adult Student Writers at an HBCU invites readers into the lives of adult students for whom college is one meaningful activity among many. Although adults over the age of twenty-four comprise a quarter of all undergraduates, they are institutionally segregated and only partially served by a US higher education system that remains organized around traditional aged learners. Even as adult students are regarded as a market for post-secondary institutions, they are routinely marginalized by institutional barriers. Students’ stories of their personal, professional, community, and academic writing experiences illuminate a critical need for more age-inclusive practices across academia. Their cases also offer new conceptual models of writing as an ethical and emotional practice that fuels changes for individuals and the people and institutions that they care about—including higher education. What adult students reveal about writing across their life domains has powerful implications for conceptualizing writing as a complex form of agency and for teaching writing across the curriculum.

As director of UB’s Academic and Professional Writing Program, Collie utilizes insights from her scholarship of writers, teaching, and writing program administration to strategize the program’s ongoing changes and to support other writing teachers.

Fulford, Collie. Insiders, Outliers: Centering Adult Student Writers at an HBCU. American Campus series. Rutgers University Press. Forthcoming.

Fulford, Collie, Stefanie Frigo, Yaseen Abdul-Malik, Thomas Kelly, Adrienne Long, and Stuart Parrish. “In Our Own Words: Adult Learners on Writing in College.” The WAC Journal. Forthcoming.

Frigo, Stefanie, and Collie Fulford. “Radical Adaptability: Research with Adult Learners.” Perspectives on Undergraduate Research and Mentoring. Forthcoming.

Fulford, Collie, and Lauren Rosenberg. “Interpreting Research with Participants: A Lifespan Writing Methodology.” Improvisations: Methods and Methodologies for Lifespan Writing Research, Ryan J. Dippre and Talinn Phillips, eds. WAC Clearinghouse/University Press of Colorado. 2024: 87-101.

Rosenberg, Lauren, Collie Fulford, Gwen Porter McGowan, and Adrienne Long. “Co-Interpretation in Action.” Improvisations: Methods and Methodologies for Lifespan Writing Research, Ryan J. Dippre and Talinn Phillips, eds. WAC Clearinghouse/University Press of Colorado. 2024: 103-119.

Fulford, Collie, and Stefanie Frigo. “Feeling Our Way Through Collaborative Revision When the World Is on Fire.” Revising Moves: Writing Stories of (Re)Making.  Eds. Laura R. Micciche et al. Logan, UT: Utah State University Press. 2024: 151-62.

Fulford, Collie. “Rethinking Research in English with Nontraditional Adult Students.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 22.1, Jan 2022: 79-98.

Banks, William P, Michael J. Faris, Collie Fulford, Timothy Oleksiak, GPat Patterson, and Trixie G. Smith. “Writing Program Administration: A Queer Symposium.” WPA: Writing Program Administration. 43.2, Spring 2020: 11-43.

Wymer, Kathryn, and Collie Fulford. “Students as Co-producers of Queer Pedagogy.” Journal of Effective Teaching in Higher Education. 2:1, April 2019: 45-59.

Fulford, Collie. “Subverting Austerity: Advancing Writing at a Historically Black University.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 19:2, March 2019: 225-241.

Fulford, Collie, and Aaron Dial. “Stone Soup: Establishing an HBCU Writing Concentration.” Composition Studies 43.2 Fall 2015: 177-181.

Wymer, Kathryn, Collie Fulford, Nia Baskerville, and Marisha Washington. “Necessity and the Unexpected: SoTL Student-Faculty Collaboration in Writing Program Research.” International Journal for the Scholarship of Teaching and Learning 6:1 January 2012.

Fulford, Collie. “Making Messes and Meaning with Wikis and Blogs.” CLASH!: Superheroic Yet Sensible Strategies for Teaching Students the New Literacies Despite the Status Quo. Eds. Sandra Vavra and Sharon Spencer. Charlotte, NC: Information Age Publishing, 2011: 67-83.

Fulford, Collie. “Hit the Ground Listening: An Ethnographic Approach to New WPA Learning.” WPA: Writing Program Administration 35:1 Fall/Winter 2011: 159-162.

Award for Excellence in Research, Department of Language and Literature, North Carolina Central University 2021

Award for Research and Scholarship, Department of Language and Literature, North Carolina Central University 2019

Humanities Unbounded Visiting Faculty Fellowship. Andrew W. Mellon Foundation. Duke University 2019

Digital Humanities Fellow. Franklin Humanities Institute & North Carolina Central University 2017

Academic Affairs Innovations Initiative Grant, North Carolina Central University 2017

Award for Teaching Excellence, North Carolina Central University 2017

i3@UNC Instructional Innovation Incubator Fellow. University of North Carolina Wilmington 2015

Faculty Research Grant, North Carolina Central University 2015

Excellence in Teaching Award, Department of English and Mass Communication, North Carolina Central University 2013

Provost’s Grant, North Carolina Central University 2011

James Berlin Memorial Outstanding Dissertation Award, Conference on College Composition and Communication 2011