Rochelle (Shelley) Rodrigo

phone icon757-683-3997


Photo Credit: Thomas Hawk via Compfight cc

Statement on Scholarship

Pre-Tenure Portfolio
(February 2014)

My overarching scholarly agenda assesses how “newer” technologies better facilitate communicative interactions; most of this work focuses on teaching and learning. Almost all of my scholarly projects develop as problems from and/or reflections of specific contexts. Since starting work at ODU in Fall 2011, I have worked on wrapping up projects that were started before coming to ODU while slowly developing new contextualized scholarly projects with collaborators at ODU.

The core-idea for The Wadsworth Guide to Research (WGtR), rhetorically situated research, emerged directly from teaching research-based, first-year writing courses. One of the major changes to the second edition of WGtR, primarily completed my first year at ODU, developed from the complexity of teaching and learning academic citation with various types of 21st century digital texts. Similarly, both recently accepted (one already published) refereed journal articles also account for teaching and learning in contemporary digital spaces. Four of the five completed manuscripts out for first or second review also focus on teaching with digital technologies like wikis, blogs, and mobile devices. Some scholarly pieces are more theoretical, arguing how the affordances of specific technologies meet contemporary theoretical frameworks for teaching and learning. Others are very applied, providing specific examples of how to implement a given technology within a specific learning context. Finally, some are empirical, usually more qualitative, than quantitative; however, a benefit of collaborating with others is matching up different topic and methodological expertise.

Most of my publications are co-authored; this is a “long-standing writing studies research tradition” (Nickoson & Sheridan, p. 8).  My collaborative scholarly practices developed as a full-time faculty member at a Community College teaching a 5/5 load; it was the only way to continue doing scholarship. Now I prefer to work collaboratively because multiple voices and perspectives bring more to any given project. While at ODU, I have already collaboratively published as well as written and received grants with graduate students. The two major scholarly projects I am co-developing, bridge across colleges and institutional department as well as incorporate both undergraduate and graduate student participation.

Since I was hired as the “new media” specialist for the Department of English, I have continued to focus my scholarly agenda on digital media as well as submit to and publish in digital venues that allow for alternative displays of scholarly work. For example, by working with the editors of the online journal Enculturation, my co-authors and I were able to construct and interactive timeline that specifically addressed the suggestions for revision by the two peer reviewers. As the cost of traditional print publication processes increase, I model for our PhD students the affordances of digital publication along with the venues of more established and respected online journals and book-length publishers in the field.

Since I was officially hired in Spring 2012, I have been scaffolding two scholarly projects (the Learn-to-Learn Game and ODU Learns) towards a long-term, combined project. Almost all of the internal and external grants I have applied to while at ODU have requested funds to further develop aspects of these two projects. Two graduate students, one who is also a full-time instructor, and I received the Faculty Innovator Grant as seed money to start developing the L2L Game. Since then we have started to closely collaborate with a faculty member from the College of Education as well as staff from various student service departments. I currently have a Faculty Proposal Preparation Program (FP3) grant from the Office of Research to develop an external grant proposal that works to combine these projects into a mobile learning environment. In Fall 2013 I was asked to join an Undergraduate Research Apprenticeship Program organized by faculty in Psychology and Political Science; participation has helped me improve working with undergraduate researchers.

Nickoson, Lee, & Sheridan, Mary P. (2012). Writing studies research in practice: Methods and methodologies. Carbondale, IL: Southern Illinois UP.