Theresa (Tess) Evans

Biography

Theresa (Tess) Evans is an Associate Teaching Professor in the Professional Writing Program. She teaches advanced writing courses designed for majors in business, computer science, engineering, and data analytics. Tess is an active member of the Global Society of Online Literacy Educators (GSOLE). She has served on the executive board as secretary and treasurer, and she has served as co-chair of GSOLE's annual virtual conference since 2021. In addition to teaching, Tess also has worked in advertising and marketing communications for several advertising agencies and corporate marketing departments in Cincinnati, Cleveland, and Akron.

Research and Teaching Interests

• Ph.D., English with a concentration in Rhetoric and Composition, Ball State University (2012)
• M.A., English Composition and Rhetoric, Wright State University (2007)
• B.S.J., Advertising Management, E. W. Scripps School of Journalism, Ohio University (1984)

Research Interests

• Professional and Technical Writing
• Hybrid and Online Writing Pedagogies
• Digital and Multimodal Writing and Rhetoric
• Rhetorical History

Courses Taught

• BUS 102: Writing for Business Decision-Making
• BUS 284: Professional Communication for Business
• ENG 111: Composition and Rhetoric
• ENG/STC 285: Professional Communication for Data Analytics
• ENG 313: Technical Writing
• ENG 340: Internship
• ENG 412/512: Print and Digital Editing
• ENG 413/513: Grant and Proposal Writing
• SLM 317: Data Visualization for Sport Analytics

Publications

• Evans, T. and Rivera, A.J. (2024). Using push notifications to establish teacher presence in hybrid/online courses. In A. Cicchino and T. Hicks (Eds.), Better practices: Expert and Emerging Instructors Explore How to Better Teach Online in Hybrid and Online Spaces. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2024.2241
• Evans, T. (2023). “Pandemic pedagogy” as a framework for DIY professional development. In C. D. M. Andrews, C. Ball, C. Chen, and L. Wilkes (Eds.), The Proceedings of the Annual Computers and Writing Conference, 2022. The WAC Clearinghouse. https://doi.org/10.37514/PCW-B.2024.2296
• Evans, T. (2021). Negotiating the hazards of the “just-in-time” online writing course. In C. McArdle and J. Borgman (Eds.), PARS in Practice: More Resources and Strategies for Online Writing Instructors. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PRA-B.2021.1145
• Evans, T. (2021). Supervising team projects effectively in an online writing course. OLOR (Online Literacies Open Resource). https://gsole.org/olor/ep/2021.03.10
• Evans, T., Hanson, L., Neubauer K., and Weber, D. (2021) Other ways of making it: Transcending traditional academic trajectories.”, In S. Rose and M. Daly Goggin (Eds.), Women’s Ways of Making. U P of Colorado.
• Evans, T.M. (2020). Ethical dimensions of virtual collaboration: Peer networks, digital technologies, and multimodal composing in an online writing course. In C. Chen, K. Purzycki, and L. Wilkes, The Proceedings of the Annual Computers and Writing Conference, 2019. The WAC Clearinghouse. https://doi.org/10.37514/PCW-B.2020.1039 https://wac.colostate.edu/repository/collection...
• Evans, T. M. (2019). Managing the OWC user experience by managing student expectations. OLOR (Online Literacies Open Resource) https://gsole.org/olor/ep/2019.05.15
• Evans, T. M. (2019). LinkedIn as a phronetic approach to digital literacy. In C. Chen, K. Purzycki, and L. Wilkes (Eds.), The Proceedings of the Annual Computers and Writing Conference, 2018. The WAC Clearinghouse. https://wac.colostate.edu/repository/collection...
• Evans, T. (2017). The myth of self-sacrifice for the good[s] of mankind: Contingency and women’s work. Rhetoric Review, 36(1), 86–99.

Additional Academic Information

In addition to serving as GSOLE's conference co-chair, Tess is currently serving on a committee charged with updating GSOLE's Principles & Tenets of Online Literacy Instruction, which were first established in 2019. Writing projects in process include a chapter for an edited collection focused on multimodal writing transfer and a journal article exploring the possibilities of a transmedia mindset for course delivery.