Profile for Darci Thoune

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Specialty area(s)

Writing Program Administration, First-Year Writing, Composition Pedagogy, Rhetorical Genre Studies, Feedback, Assessment, Queer Theory, and Fat Studies.

Brief biography

Growing up, I was a military kid who found constancy in school and reading. Constancy turned into love and led me to a career where I get to be in school forever. 

Current courses at UWL

ENG 313--Writing, Genre, and Style

ENG 375--Writing Research

 

Education

Post-Doctoral Fellow in Writing Program Administration
University of Kentucky, Lexington, KY, 2008.

Ph.D. in Rhetoric and Composition
University of Louisville, Louisville, KY, 2006.
Dissertation: “‘Act Your Age’: Age, Gender, and Instructor Identity in the Composition Classroom.”

Graduate Certificate in Women’s, Gender, and Sexuality Studies
University of Louisville, Louisville, KY, 2005.

M.A. in Literature
University of Louisville, Louisville, KY, 2001.
Thesis: “‘This Cathexis Between’: Maxine Hong Kingston, Adrienne Rich and Julia Kristeva on Motherhood.”

B.A. in English and French
Central Michigan University, Mount Pleasant, MI, 1996.

Teaching history

Undergraduate

UWL 100 Freshman Seminar
ENG 110/112, College Writing
ENG 200, Literature and the Human Experience
ENG 303, Special Topics in Writing and Rhetoric
ENG 313, Writing, Genre, and Style
ENG 342, The Essay
ENG 375, Writing Research
ENG 413, Capstone Research Project
ENG 497, Senior Seminar in Rhetoric and Writing (Topics: Life Writing, Queer Rhetorics, Writing and Resistance)

Graduate
ENG 500, Composition Pedagogy

 

Research and publishing

Heaser, Sara A. and Darci L. Thoune. (2020) "Designing a Corequisite First Year Writing Course with Student Retention in Mind." Composition Studies 48.2 (2020): 105–115. https://compositionstudiesjournal.files.wordpress.com/2020/08/heaser-thoune.pdf

Thoune, Darci L. (2020) “Failure Potential: Using Failure as Feedback.” Failure Pedagogies: Learning and Unlearning What it Means to Fail. Eds. Laura Micciche and Allison Carr.  https://doi.org/10.3726/b16255; https://www.peterlang.com/view/title/69667

Barske, Valerie, Katia Levintova, Valerie Murrenus Pilmaier, and Darci L. Thoune. (2019). “Scholarship of Teaching and Learning (SoTL) and Gendered Division of Labor on Our Campuses: Implications and Recommendations for Personnel Decisions.” Academic Labor Beyond the College Classroom: Working for our Values. Eds. Holly Hassell and Kirsti Cole.  https://www.routledge.com/Academic-Labor-Beyond-the-College-Classroom-Working-for-Our-Values-1st/Hassel-Cole/p/book/9780367313227

Thoune, Darci L. “Am I Fat?” International Fat Studies Handbook. Eds. Cat Pause and Sonya Renee. Routledge. FORTHCOMING

Stoll, Laurie Cooper and Darci L. Thoune. (2019). Elevating the Voices and Research of Fat Scholars and Activists: Standpoint Theory in Fat Studies Fat Studies. https:// DOI: 10.1080/21604851.2019.1629812

Crank, V., S. Heaser, D. Thoune. (2019) "Re-Imagining the First Year as Catalyst for First-Year Writing Program Curricular Change." Journal of the Scholarship of Teaching and Learning. 19(1). https://doi.org/10.14434/josotl.v19i1.26780

Thoune, D. (2018) "A Review of Faculty Development and Student Learning." Across the Disciplines. 15 (2).  https://wac.colostate.edu/docs/atd/reviews/condonetal2018.pdf

Moeller, M., D. Thoune, B. Kopp. (2015) “What? We’re a Writing Major?: The Rhetoric and Writing Emphasis at The University of Wisconsin - La Crosse.” Eighteen Program Profiles. Salt Lake City, UT: University of Utah Press.

Thoune, D. (2011) “The Pleasures and Perils of Being First.” WPA: Writing Program Administration, 35 (1). 156-159.

Kendall, C., Kirkman, D., and Thoune. D. (2008) “An Assessment Narrative—The University of Kentucky.” The NCTE-WPA White Paper on Writing Assessment inColleges and Universities. http://www.wpacouncil.org/UK
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Kudos

published

Sara Heaser and Darci Thoune, both English, co-authored the article "Designing a Co-Requisite First-Year Writing Course with Student Retention in Mind" in Composition Studies, published on Aug. 17 by Sheperd, Sturman & Estrem.

Submitted on: Aug. 31

 

published

Darci Thoune, English, authored the chapter "Failure Potential: Using Failure as Feedback" in Failure Pedagogies: Learning and Unlearning What It Means to Fail published on July 6 by Peter Lang.

Submitted on: July 8

 

published

Darci Thoune, English, co-authored the chapter "SoTL and Gendered Division of Labor on our Campuses: A Case for More Equity and Change in Professional Values" in Academic Labor Beyond the College Classroom: Working for Our Values published on Dec. 18, 2019 by Routledge. This chapter, co-authored with Valerie Barske (UW-Stevens Point), Katia Levintova (UW-Green Bay), Valeria Murrenus Pilmaier (UW-Green Bay, Sheboygan Campus), argues that SoTL touches on many work-related issues that we face as faculty in higher education. Because it is not just traditional scholarship, we contend that SoTL carries expectations of improved teaching/learning, which can lead to increased attention on labor practices that are often unrecognized, unpaid, and unrewarded.

Submitted on: Feb. 10

 

published

Darci Thoune, English, and Laurie Cooper Stoll, Sociology, co-authored the article "Elevating the Voices and Research of Fat Scholars and Activists: Standpoint Theory in Fat Studies" in Fat Studies published on Sept. 8, 2019.

Submitted on: Sept. 9, 2019

 

published

Virginia Crank, Sara Heaser and Darci Thoune, all English, co-authored the article "Re-Imagining the First Year as Catalyst for First-Year Writing Program Curricular Change" in "Journal of the Scholarship of Teaching and Learning" published on Feb. 4, 2019 by Indiana University. This article is part of a special issue on Re-Imagining the First Year. UWL, along with 43 other schools nationwide, participated in the RFY initiative 2016-2018. http://www.aascu.org/RFY/

Submitted on: Feb. 12, 2019