Stephanie Kerschbaum, Faculty Success Program Coordinator
Faculty Success Program Coordinator
320 Memorial Hall
Stephanie Kerschbaum (B.A. The Ohio State University, M.A., Ph.D. University of Wisconsin-Madison) conducts research focused on diversity issues and the teaching of writing. She teaches undergraduate courses in the UD Writing program and special topics courses on diversity and higher education. She also teaches graduate seminars in composition theory and pedagogy.
Professor Kerschbaum is a 2014-2015 Postdoctoral Research Leave Fellow for the American Association of University Women and will not be holding office hours during the 2014-15 academic year. If you have advising questions, please contact Professor George Miller or Ms. Susan Donley in the English Department Main Office.
|320 Memorial Hall||<div class="ExternalClassA13C4E10BDDC4BB6871968A248BEB09E">Stephanie Kerschbaum (B.A. The Ohio State University, M.A., Ph.D. University of Wisconsin-Madison) conducts research focused on diversity issues and the teaching of writing. She teaches undergraduate courses in the UD Writing program and special topics courses on diversity and higher education. She also teaches graduate seminars in composition theory and pedagogy.
Professor Kerschbaum is a 2014-2015 Postdoctoral Research Leave Fellow for the American Association of University Women and will not be holding office hours during the 2014-15 academic year. If you have advising questions, please contact Professor George Miller or Ms. Susan Donley in the English Department Main Office.</div>||email@example.com||Kerschbaum, Stephanie||<img alt="Stephanie Kerschbaum" src="/Images%20Bios/Stephanie%20Kerschbaum%202019%20.jpg" width="459" style="BORDER:0px solid;" />||Faculty Success Program Coordinator||http://sites.udel.edu/kersch||Associate Professor||Rhetoric and Composition;Disability Studies;Cultural Studies||B.A. English, The Ohio State University; M.A. English, University of Wisconsin - Madison; Ph.D. Composition and Rhetoric, University of Wisconsin - Madison|
|Negotiating Disability||Kerschbaum, Stephanie||Laura T. Eisenman, and James M. Jones||University of Michigan Press||Ann Arbor, MI||2017||https://www.press.umich.edu/9426902/negotiating_disability||<p>Disability is not always central to claims about diversity and inclusion in higher education, but should be. This collection reveals the pervasiveness of disability issues and considerations within many higher education populations and settings, from classrooms to physical environments to policy impacts on students, faculty, administrators, and staff. While disclosing one’s disability and identifying shared experiences can engender moments of solidarity, the situation is always complicated by the intersecting factors of race and ethnicity, gender, sexuality, and class. With disability disclosure as a central point of departure, this collection of essays builds on scholarship that highlights the deeply rhetorical nature of disclosure and embodied movement, emphasizing disability disclosure as a complex calculus in which degrees of perceptibility are dependent on contexts, types of interactions that are unfolding, interlocutors’ long- and short-term goals, disabilities, and disability experiences, and many other contingencies. </p>||kersch|
|Toward a New Rhetoric of Difference||Kerschbaum, Stephanie||National Council of Teachers of English||Urbana, IL||2015||https://secure.ncte.org/store/toward-a-new-rhetoric-of-difference||Unlike much current writing studies research, Toward a New Rhetoric of Difference addresses conversations about diversity in higher education, institutional racism, and the teaching of writing by taking a microinteractional look at the ways people define themselves and are defined by others within institutional contexts.
Focusing on four specific peer review moments in a writing classroom, Stephanie L. Kerschbaum reveals the ways in which students mark themselves and others, as well as how these practices of marking are contextualized within writing programs and the broader institution.
Kerschbaum's unique approach provides a detailed analysis of diversity rhetoric and the ways institutions of higher education market diversity in and through student bodies, as well as sociolinguistic analyses of classroom discourse that are coordinated with students' writing and the moves they make around that writing.
Each of these analyses is grounded in an approach to difference that understands it to be dynamic, relational, and emergent-in-interaction, a theory developed out of Bakhtin's ethical scholarship, the author's lived experience of deafness, and close attention to students' interactions with one another in the writing classroom.
Toward a New Rhetoric of Difference enriches the teaching of writing by challenging forms of institutional racism, enabling teachers to critically examine their own positioning and positionality vis-a-vis their students, and highlighting the ways that differences motivate rich relationship building within the classroom.||kersch|
|Investigating the experiences of disabled faculty in higher-education settings||<p><strong>Stephanie Kerschbaum, </strong> in collaboration with Margaret Price at Spelman College and funded by the CCCC Research Initiative, this project investigates the experiences of disabled faculty in higher-education settings, focusing specifically on the rhetorical event of disability disclosure. We understand disclosure as a multi-layered process constituted through the verbal, visual and temporal interactions of a rhetorical situation, rather than as a one-time, verbal utterance such as “I am disabled.” The way disabled faculty compose themselves and are composed by others is complex, and engages questions that have long occupied scholars with regard to issues of identity and positionality in classrooms and professional exchanges. Despite the apparent obviousness of signs of disability, faculty members must negotiate complex rhetorical positions in which they have to explain—repeatedly and for various purposes and audiences—what their disability means in the workplace, and their students and colleagues will need to learn over time what sorts of gestures and situations may impede this faculty member’s access. Research questions include: </p><ol><li>What linguistic, rhetorical, and interactional choices are involved in a faculty member’s disclosure of disability?</li><li>In what ways are disabilities perceptible—or not perceptible—to others?</li><li>How is disability perceptibility accomplished, avoided and/or negotiated by faculty in various locations?</li><li>How does a richer understanding of disability perceptibility productively impact the professional and social environments of higher education? That is, how might policies and/or professional practices adjust in response to a deeper, broader and more nuanced understanding of disability perceptibility?<br></li></ol>||Kerschbaum, Stephanie||kersch||<img alt="Handicap Icon" src="/ResearchProject/RESEARCH_Kerschbaum_accessible-icon_455.jpg" style="BORDER:0px solid;" />|
|Leadership Award for People with Disabilities||<p><strong>Stephanie L. Kerschbaum</strong>, associate professor of English, has received
the 2019 <a href="http://www2.ncte.org/awards/ncte-leadership-award-disabilities/">Leadership
Award for People with Disabilities</a> from the National Council of Teachers of
English. The award recognizes a person with a disability who has made a
significant contribution to the council and to the development of its
professional community. Kerschbaum, the author of the award-winning <em>Toward a
New Rhetoric of Difference</em>, is the 2019-20 scholar in residence at the
National Center for Institutional Diversity at the University of Michigan.</p>||Kerschbaum, Stephanie||kersch|
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