Holly Hassel

Holly Hassel's picture

Holly Hassel

Professor
UW-Marathon County
English

RM 338

holly.hassel@uwc.edu
(715) 261-6265
Office Hours / Schedule 

This semester I team teaching English 101 on Tuesdays and Thursdays. My office hours are T/R from 12:00-1:30.

Statement 

About me: I teach English and Women's Studies at the University of Wisconsin Marathon County. I received my Ph.D. from the University of Nebraska-Lincoln in 2002. Since arriving at UW-Marathon, I have regularly taught Composition I and II, Introduction to Women's Studies, American literature courses, and Women in Popular Culture. In Fall 2017, I am teaching English 101 at the UW Marathon campus.

I co-direct the Wizarding Academy, an academic camp for kids 8-14, each summer and Girl Power Camp, a day camp for tween girls focused on fun, creativity, confidence-building, and teamwork. My professional work has been published in Pedagogy, Teaching English in the Two-Year College, Women's Studies, College Composition and Communication, College English, and Feminist Teacher, and my ongoing research projects look at issues of student readiness for, placement into, and assessment of first-year writing. I co-authored the book Critical Companion to J.K. Rowling published in December 2010 and am also the co-author (with Christie Launius) of the introductory women's and gender studies textbook Threshold Concepts in Women's and Gender Studies: Way of Seeing, Thinking, and Knowing, which was published in 2016 by Routledge. We are preparing the second edition for publication in 2018.

Other projects include serving as editor for the journal Teaching English in the Two-Year College.  Kirsti Cole (Minnesota State University at Mankato) and I are excited to see our co-edited collection Surviving Sexism in Academia: Strategies for Feminist Leadership published this year.

Other projects and Comments including Crowd Sourced Spreadsheet of Course Caps for First Year Writing.

Curriculum Vitae 
Publications 

PUBLICATIONS

Katie Kalish, Holly Hassel, Cassie Phillips, Jennifer Heinert, and Joanne Giordano. “Inequitable Austerity: Pedagogies of Resilience and Resistance in Composition.”  Accepted, forthcoming in 2018 issue of Pedagogy.

Hassel, Holly and Christie Launius. “Crossing the Threshold in Introductory Women’s and Gender Studies Courses: An Assessment of Student Learning." Teaching and Learning Inquiry, vol. 5, no. 2, Sept. 2017, pp. 30-46.

Kristen Seas, Jennifer Heinert, Cassandra Phillips, and Holly Hassel. “‘Flexible’ Learning, Disciplinarity, and First-Year Writing: Critically Engaging Competency-Based Education.” WPA: The Journal of the Council of Writing Program Administrators, vol. 40, no. 1, Fall 2016), pp. 10-32.

Giordano, Joanne Baird and Holly Hassel. “Unpredictable Journeys: Academically At-Risk Students, Developmental Education Reform, and the Two-Year College.” Teaching English in the Two-Year College, vol. 43, no. 4, May 2016, pp. 371-390.

Hassel, Holly and Joanne Baird Giordano. “The Blurry Borders of College Writing: Remediation and the Assessment of Student Readiness.” College English, vol. 78, no. 1, September 2015, pp.  56-80.

*Received the Council on Writing Program Administrators award for “Outstanding Scholarship in Writing Program Administration,” 2017.

Adams, Heather Brook, Holly Hassel, Hyoejin Yoon, and Jes Rucki. “Key Concept: Service.” Peitho: A Journal of the Coalition of Women Scholars in the History of Composition and Rhetoric. Spring 2015 Special Issue.

Hassel, Holly, et al. “White Paper on Developmental Education Reform.” Co-authored as co- chair of the Two-Year College Association Research Committee. Teaching English in the Two-Year College, vol. 42, no. 3, March 2015, pp. 326-342.

Hassel, Holly and Joanne Baird Giordano and. “Occupy Writing Studies: A Redefinition of College Composition by the Teaching Majority.” College Composition and Communication, vol.  65, no. 1 , Sept. 2013, pp. 117-139.

*Reprinted in Teaching Writing in the Two-Year College. Eds. Patrick Sullivan and Christie Toth. NCTE and Bedford/St. Martins, 2016.

Hassel, Holly.  “Research Gaps in Teaching English in the Two-Year College.” Teaching English in the Two-Year College. vol 40, no. 4, May 2013, pp. 343-363.

Hassel, Holly, Amy Reddinger, and Jessica van Slooten. “Surfacing the Structures of Patriarchy: Teaching and Learning Threshold Concepts in Women's Studies.”   International Journal for the Scholarship of Teaching and Learning, vol. 5, no. 2, 2011.

Hassel, Holly and Joanne Giordano. “FYC Placement at Open-Admission, Two-Year Campuses: Changing Campus Culture, Institutional Practice, and Student Success.” Open Words: Access and English Studies, vol. 5, no. 2 Fall 2011, pp. 29-59.

Arnold, Lisa, Laura Brady, Maggie Christensen, Joanne Giordano, Holly Hassel, Ed Nagelhout, Nathalie Singh-Corcoran, and Julie Staggers.  “Forum on the Profession.” Special edited issue of College English on the role of contingent faculty in the profession. Eds. Mike Palmquist and Sue Doe, vol. 73, no.  March 2011, pp. 409-427.

Chick, Nancy and Holly Hassel. “’Don’t Hate Me Because I’m Virtual’: Feminist Pedagogy in the Online Classroom.” Feminist Teacher, vol. 19, no. 3, 2009, pp. 195-215.

Chick, Nancy, Holly Hassel, and Aeron Haynie. “‘Pressing an Ear Against the Hive’: A Lesson Study on Reading Literature for Complexity.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture vol. 9, no. 3, September 2009, pp. 399-422.

Hassel, Holly, and Joanne Giordano. “Transfer Institutions, Transfer of Knowledge: The Development of Rhetorical Adaptability and Underprepared Writers.” Teaching English in the Two-Year College, vol 37, no. 1, 2009, 24-40.

*Reprinted in Teaching Writing in the Two-Year College. Eds. Patrick Sullivan and Christie Toth. NCTE and Bedford/St. Martins, 2016.

Hassel, Holly. "Intellectual Loves Rube!": Class, Gender, and Alcohol in Jean Stafford's "Children Are Bored on Sunday." Women's Studies: An Interdisciplinary Journal, vol. 37, no. 7, 2008): 815-832.

Beck, Terrell, Nancy Chick, Holly Hassel, Aeron Haynie, and Bryan Kopp. “Reading for Complexity: A Lesson Study in Literary Studies.” Teaching Forum. March, 2007 http://www.uwlax.edu/teachingforum.

Hassel, Holly and Jessica Lourey. “The Dea(r)th of Student Responsibility.” College Teaching. 45.1 (2005): 2-13.

Editing

Cole, Kirsti and Holly Hassel. Surviving Sexism in Academia: Strategies for Feminist Leadership. Routledge.  2017.

Clasen, Tricia and Holly Hassel, eds. Gendered Identities: Rereading Gender in Children’s and Young Adult Literature. New York: Routledge, 2016.

Editor, Teaching English in the Two-Year College. Peer-Reviewed journal published by the National Council of Teachers of English. 2016 to present.

Associate Editor, Teaching English in the Two-Year College. Peer-Reviewed journal published by the National Council of Teachers of English. 2013 to 2015.

 

Books

Cole, Kirsti and Holly Hassel, eds. Surviving Sexism in Academia: Strategies for Feminist Leadership. Routledge. 2017.

Clasen, Tricia and Holly Hassel, eds. Gendered Identities: Rereading Gender in Children’s and Young Adult Literature. Routledge, 2016.

Launius, Christie and Holly Hassel. Ways of Thinking, Seeing, and Knowing: Threshold Concepts in Women’s and Gender Studies. Introduction to Women’s and Gender Studies textbook. Routledge, 2015. Second edition in preparation for publication in 2018.

Adney, Karley and Holly Hassel. Critical Companion to J.K. Rowling. Facts on File, 2010.

 

Book Chapters

Mattis, Ann, Amy Reddinger, Jessica van Slooten, and Holly Hassel. “Assessing Student Learning in WGS: Curricular and Faculty Development in the Two-Year College.” Conditionally accepted for inclusion in Theory and Praxis: Women’s and Gender Studies in the Community College. Ed. Genevieve Carminati and Heather Relihan.

Cole, Kirsti, Holly Hassel, and Eileen Schell. “Remodeling Shared Governance: Feminist Decision-Making and Resistance to Academic Neoliberalism" by Kirsti Cole, Holly Hassel, and Eileen Schell.” In Surviving Sexism in Academia: Strategies for Feminist Leadership. Routledge, 2017.

Hassel, Holly, Joanne Baird Giordano, Jennifer Heinert, and Cassie Phillips. “Student Retention and Professional Development in Two-Year College English Departments.” In Retention, Persistence, and Writing Programs. Eds. Todd Ruecker, Dawn Shepherd, Heidi Estrem, and Beth Brunk Chavez. Utah State University Press, 2017.

Hassel, Holly and Joanne Giordano. “Contingency, Access, and the Material Conditions of Teaching and Learning in the “Statement of Principles,” Labored: The State(ment) and Future of Work in Composition edited by Randall McClure, Dayna V. Goldstein, and Michael A. Pemberton Parlor P, 2017.

Hassel, Holly. “Introduction.” In Gendered Identities: Rereading Gender in Children’s and Young Adult Literature. Tricia Clasen and Holly Hassel, eds. New York: Routledge, 2016.

Giordano, Joanne Baird and Holly Hassel. "Critical Reading, Rhetorical Analysis, and Source- Based Writing." In Teaching U.S.-Educated Multilingual Writers: Pedagogical Practices from and for the Classroom. Eds. Mark Roberge, Kay M. Losey, and Margi Wald. U of Michigan P, 2015. Print. 244-262.

Lem, Ellyn and Holly Hassel. "'Killer' Katniss and 'Loverboy' Peeta: Hunger Games' Defiance of Gender-Genred Reading." In Of Bread, Blood and The Hunger Games: Critical Essays on the Suzanne Collins Trilogy.   Eds. Mary Pharr and Leisa Clark. McFarland Press. 2012. 118-127.

Hassel, Holly and Nerissa Nelson. “A Signature Feminist Pedagogy: Connection and Transformation in Women’s Studies.” In Exploring More Signature Pedagogies. Eds. Nancy L. Chick, Regan Gurung, and Aeron Haynie.  Stylus Press, 2012.  143-155. 

Hassel, Holly and Nancy Chick. “It Always Ends the Same”: Paternal Failures.” Looking for Lost: Critical Essays on the Enigmatic Series. Ed. Randy Laist.  McFarland Press. Ed., 2011. 154-170.

Hassel, Holly. “Susan Murphy, Ginormica, and Gloria Steinem: Feminist Consciousness-Raising as Science Fiction in PDI/Dream Works Monsters vs. Aliens.” In The Galaxy Is Rated G: Essays on Children’s Science Fiction Film and Television. Ed. R.C. Neighbors and Sandy Rankin.  McFarland P.  2011. 31-51.

Hassel, Holly. ’I can’t get no girlie action’: The Illusion of Inclusion in 1990s American Action Films, or ‘The Babe Scientist” Phenomenon.’”  Chick Flicks: Contemporary Women at the Movies. Eds. Suzanne Ferris and Mallory Young. Routledge Press, 2007.

 

Scholarly Journal Columns : Associate Editor of the National Council of Teachers of English Journal, Teaching English in the Two-Year College; Editor’s introductions in each of four issues per volume)

---. “Inquiry: Presenting Your Work: Strategies for Dissemination.” Teaching English in the Two-Year College. May 2016.

---. "Making Your Work Relevant." Teaching English in the Two-Year College, March 2016. 

---. "Analyzing Evidence with Rubrics." Teaching English in the Two-Year College, December2015

---. "Using Rubrics for Assessing Evidence of Student Learning."  Teaching English in the Two-Year College, September 2015.

--- “Analyzing Evidence." Teaching English in the Two-Year College, May 2015.

---. “Inquiry: What Is Evidence of Student Learning?”  Teaching English in the Two-Year  College. March 2015

---. “Conducting a Lesson Study Project.” Teaching English in the Two-Year College.December 2014.

---“Inquiry: Lesson Study as a Method of Inquiry: An Introduction.” Teaching English in the Two-Year College.” September 2014.

---. “Inquiry: The Ethical Dimensions of Systematic Inquiry.” Teaching English in the Two-Year College. 41.4. (May 2014): 404-407.

---. “Inquiry: Starting with a Question.” Teaching English in the Two-Year College.41.3. (March 2014): 300-303. 

---. “Inquiry: A Brief History of SoTL.” Teaching English in the Two-Year College. 41.2(December 2013): 178-181.  

---. “Inquiry: Looking at Learning Systematically.” Teaching English in the Two-Year College. V.I (September 2013): 56-60. 

 

Other Work in Progress or under Review:

Hassel, Holly, Christie Launius, and Susan Rensing. Vital Work: A Guide to Teaching Introductory Women’s and Gender Studies. Proposal under review.

Joanne Giordano, Holly Hassel, Jessica Nastal-Dema, Christie Toth. “Writing Assessment, Placement, and the Two-Year College.” Journal of Writing Assessment. Opening article. Under review for special issue on writing assessment in two-year colleges.

Materiality and Writing Studies: Aligning Labor, Scholarship, and Teaching. Book-length manuscript. In development for CCCC Studies in Writing and Rhetoric.  With Cassie Phillips

Effecting Change in Academia, edited collection with Kirsti Cole, in development. 

“Maintaining Openness and Access: The Difficult Work of Open-Admissions Writing Programs." Joanne Giordano, Holly Hassel, Jennifer Heinert, Katie Kalish, Cassie Phillips. Chapter in development for The World Blown Open: Open Access, Open Education, and Open Knowledge for an Uncertain Future. Ed. Trent Kays.

Education 

Ph.D.   2002                            English, University of Nebraska-Lincoln

M.A.    1997                            English, St. Cloud State University, St. Cloud, MN

B.A.      1995                           English, Creative Writing Emphasis, St. Cloud State University

                                                Minor: Philosophy