Person:
Roderick, Ryan

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Email Address
Birth Date
Biography URL
https://www.husson.edu/directory/ryan_roderick.html
Term at University
2018 - Current
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Job Title
Assistant Dean, College of Science and Humanities
Assistant Professor, College of Science and Humanities
Last Name
Roderick
First Name
Ryan
Name
Degrees Held
PhD Rhetoric, 2018, Carnegie Mellon
M.A. English and Composition Pedagogy, 2010, University of Maine
B.A. English, 2008, Drexel University

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2020 - 20254
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Start date: 2020 × Has files: true ×

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Now showing 1 - 4 of 4
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    Publication
    Becoming a Scholar: Genre Knowledge, Self-Regulation, and a Graduate Student’s Transition from MA to PhD
    (2020) Roderick, Ryan; Moreau, Craig
    This study takes a close look at how prompted self-reflection on writing intervenes in a graduate student’s development of self-regulation and genre knowledge as he transitions from MA to PhD program in rhetoric. We present the case of one graduate student, ‘Eric,’ who was explicitly taught conventions and strategies for writing and prompted to reflect on writing projects over several semesters using an in-process protocol. Aligning data from in-process protocols, interviews, and drafts of Eric’s writing, we construct a fine-grained narrative that shows a complex and recursive relationship among Eric’s development of knowledge about academic genres, self-regulation practices, and sense of scholarly identity. This narrative raises questions about how genre knowledge and self-regulation inform each other in graduate-level writing, and it offers an example of a self-regulation intervention that may help graduate students develop specialized ways of writing.
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    Writing about Writing Processes: Self-regulation and Process Logs
    (2020-10-01) Roderick, Ryan
    In this blog post, I consider how WAW pedagogies might benefit from research on self-regulation of writing. Self-regulation refers to an ability to monitor and control knowledge and practices in pursuit of a goal. Drawing on self-regulation research, I present a prompt I call the “process log” that encourages students to self-regulate their writing. Then, I analyze some of the process logs I’ve collected as part of IRB-approved studies, to offer some examples of what researchers might learn when using process logs as an artifact of analysis. Ultimately, I suggest that WAW courses might use the process log as a way to encourage students to write about writing processes.
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    Using Signs of Student Engagement to Revise a First-year Writing Curricula
    (2021-08) Roderick, Ryan; Crowley, Adam; Talty, Morgan
    This article shares the development of a first-year writing curricula developed for Husson University and based on a Writing about Writing approach. We drew on data across sections and semesters to look broadly at how students engaged with a course website and more narrowly at individual students writing. From these sources, we piece together a limited but useful sense of student engagement and describe how such observations can inform curricular revision of an undergraduate writing course.
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    BEYOND CHEATING: CULTIVATING AI LITERACY THROUGH WRITING AND ASSESSMENT FRAMEWORKS
    (2025-04-17) Roderick, Ryan
    As generative AI technologies become increasingly integrated into educational environments, it is essential to consider how they shape human learning, creativity, and decision-making. While generative AI presents significant opportunities for augmenting knowledge creation, it also introduces challenges around ethical use, assessment, and pedagogy. To address these complexities, this poster presentation focuses on the evolving concept of AI Literacy—a broad and multifaceted skill set that includes prompt engineering, human-AI co-creation, ethical AI engagement, and AI-augmented higher order thinking. Drawing on frameworks from rhetoric and composition studies, I define AI Literacy as a social and rhetorical competency: the ability to critically interact with AI systems, understand their embedded biases, and navigate their use within specific contexts. Rather than treating AI as a replacement for human cognition, I consider how it can supplement and extend it by building on Bloom’s Taxonomy. A widely adopted framework in educational assessment, Bloom’s Taxonomy offers a starting point for exploring how learners collaborate with AI through iterative prompting, evaluation, and adaptation. By examining these interactions, we uncover strategies for recognizing and cultivating AI Literacy in educational settings. This work aims to support educators in designing learning experiences that promote critical, ethical, and effective engagement with generative AI.