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. She presents in the US and Pakistan about digital humanities, writing studies, and qualitative research methodologies.
Collie’s current book project draws upon the author’s years leading student-faculty research collaborations at a historically Black university (HBCU), including studies of adult students’ educational trajectories and their writing lives both inside and outside of academia. In Insiders, Outliers: Centering Adult Students as Researchers and Writers, she argues that although adults over the age of 24 comprise a sizeable proportion of postsecondary students, they are institutionally segregated and only partially served by a US higher education system that remains organized around traditional aged learners. The heterogeneity of this group combined with structural barriers to adult students’ access to elite education contribute to their radical underrepresentation in key areas of educational scholarship and practice including undergraduate research and writing studies. This book intervenes by advocating for adult-inclusive transformations to normative educational concepts and practices. It also demonstrates what research conducted in collaboration with adult students reveals about their educational trajectories and writing lives that can be used to reshape higher education.
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.
Insiders, Outliers: Centering Adult Students as Researchers and Writers. Monograph in development.
Fulford, Collie, and Stefanie Frigo. “Feeling Our Way Through Collaborative Revision When the World is on Fire.” Revising Moves. Laura R. Micciche, et al., eds. Forthcoming.
Fulford, Collie, and Lauren Rosenberg. “Interpreting Research with Participants: A Lifespan Writing Methodology.” Improvisations: Methods and Methodologies for Lifespan Writing Research. Talinn Phillips and Ryan Dippre, eds. Forthcoming.
Rosenberg, Lauren, with Gwen Porter McGowan, and Collie Fulford with Adrienne Long. “Co-Interpretation in Action.” Improvisations: Methods and Methodologies for Lifespan Writing Research. Talinn Phillips and Ryan Dippre, eds. Forthcoming.
“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.
“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.