Biography
Jane S. Nazzal is a doctoral candidate in Education, specializing in language, literacy, and technology and educational policy. She has a master’s degree in education and a bachelor of arts in communication studies from the University of California, Los Angeles and a master of arts in education from the University of California, Irvine.
Jane’s research interests include higher education student persistence and success, academic writing, and faculty development. Her current research addresses the appropriate placement and support of students in community college composition courses.
Jane is a faculty member in the English department at a southern California community college and has previously taught pre-collegiate courses in writing and math. She has served as a faculty representative on the college American Association of Community Colleges Pathways Initiative workgroup and has actively participated in college governance and planning, serving on committees for student equity and the professional development of faculty and staff.
She is a fellow of the Inland Area Writing Project through the University of California, Riverside and was awarded honorable mention by the National Science Foundation for her graduate research fellowship proposal on the effects of contextualized learning in community college basic skills math courses.
Peer-Reviewed Journal Publications
In Press or Published
Nazzal, J.S., Olson, C.B., Chung, H.Q. (2020) Differences in Analytical Text-Based Writing Across Four Levels of Community College Composition Courses. Teaching English in the Two-Year College. Vol. 47, No. 3. pp.263-296. National Council of Teachers of English.
Nazzal, J.S., Olson, C.B., Chung, H.Q. (2019) "Writing Proficiency and Student Placement in Community College Composition Courses.” Teaching English in the Two-Year College. Vol. 46, No .4 pp. 317-346. National Council of Teachers of English
Manuscripts in Preparation
Nazzal, J.S., (in preparation) “Faculty Perspectives on Community College Placement Reform.”
Nazzal, J.S., Olson, C.B., Chung, H.Q. (in preparation) “Post-Reform Placement and Proficiency in Community College Transfer-Level Composition Courses.”
Invited Book Chapters
Nazzal, J.S., (In Press, April 2020) Community College Students at the Center: Supporting the Uptake of Academic Discourse in the First Year Composition Classroom, In Moe, Peter and Waite, Stacey (Eds.) Inventing the Discipline: Student Work in Composition Studies. Working and Writing for Change Series, Parlor Press.
Olson, C.B., Chen, V., Krishnan, J., Nazzal, J.S., (2018). Helping English Learners Navigate the Challenges of Academic Writing, In D. Basaraba, D. Baker, & Richards-Tutor, C. (Eds.) Second Language Acquisition: Methods, Perspectives and Challenges. Nova Science Publishing.
Research Presentations
National & International
Council of Writing Program Administrators (CWPA) July 2020
Conference on College Composition and Communication (CCCC)
Two-Year College English Association (TYCA)
American Educational Research Association (AERA)
Association for Public Policy and Management (APPAM) Regional Conference
Community College Studies Conference, University of California, Los Angeles
Professional Affiliations
American Educational Research Association (AERA)
Divisions C: Learning and Instruction; J: Postsecondary Education; L: Educational Policy and Politics
Association for Public Policy Analysis & Management (APPAM)
National Council of Teachers of English (NCTE)
Two-Year College English Association (TYCA)
National Writing Project (NWP)
California Association of Teachers of English (CATE)
Council of Writing Program Administrators (WPA)
January 2020
Jane S. Nazzal is a doctoral candidate in Education, specializing in language, literacy, and technology and educational policy. She has a master’s degree in education and a bachelor of arts in communication studies from the University of California, Los Angeles and a master of arts in education from the University of California, Irvine.
Jane’s research interests include higher education student persistence and success, academic writing, and faculty development. Her current research addresses the appropriate placement and support of students in community college composition courses.
Jane is a faculty member in the English department at a southern California community college and has previously taught pre-collegiate courses in writing and math. She has served as a faculty representative on the college American Association of Community Colleges Pathways Initiative workgroup and has actively participated in college governance and planning, serving on committees for student equity and the professional development of faculty and staff.
She is a fellow of the Inland Area Writing Project through the University of California, Riverside and was awarded honorable mention by the National Science Foundation for her graduate research fellowship proposal on the effects of contextualized learning in community college basic skills math courses.
Peer-Reviewed Journal Publications
In Press or Published
Nazzal, J.S., Olson, C.B., Chung, H.Q. (2020) Differences in Analytical Text-Based Writing Across Four Levels of Community College Composition Courses. Teaching English in the Two-Year College. Vol. 47, No. 3. pp.263-296. National Council of Teachers of English.
Nazzal, J.S., Olson, C.B., Chung, H.Q. (2019) "Writing Proficiency and Student Placement in Community College Composition Courses.” Teaching English in the Two-Year College. Vol. 46, No .4 pp. 317-346. National Council of Teachers of English
Manuscripts in Preparation
Nazzal, J.S., (in preparation) “Faculty Perspectives on Community College Placement Reform.”
Nazzal, J.S., Olson, C.B., Chung, H.Q. (in preparation) “Post-Reform Placement and Proficiency in Community College Transfer-Level Composition Courses.”
Invited Book Chapters
Nazzal, J.S., (In Press, April 2020) Community College Students at the Center: Supporting the Uptake of Academic Discourse in the First Year Composition Classroom, In Moe, Peter and Waite, Stacey (Eds.) Inventing the Discipline: Student Work in Composition Studies. Working and Writing for Change Series, Parlor Press.
Olson, C.B., Chen, V., Krishnan, J., Nazzal, J.S., (2018). Helping English Learners Navigate the Challenges of Academic Writing, In D. Basaraba, D. Baker, & Richards-Tutor, C. (Eds.) Second Language Acquisition: Methods, Perspectives and Challenges. Nova Science Publishing.
Research Presentations
National & International
Council of Writing Program Administrators (CWPA) July 2020
- National Conference, Reno, Nevada. “Differences in Analytical Text-Based Writing Across Four Levels of Community College Composition Courses.”
Conference on College Composition and Communication (CCCC)
- Annual Convention, Milwaukee, Wisconsin. “Placement Ideologies and Enacted Reform: When Commonplaces are not so Common.” March 2020
- Regional Conference, Denver, Colorado. “Writing Proficiency and Student Placement in Community College Composition Courses.” July 2018
Two-Year College English Association (TYCA)
- National Conference, Milwaukee, Wisconsin. “Faculty Perspectives on Community College Placement Reform.” March 2020
- First Annual National Conference, Pittsburg, Pennsylvania. “Writing Proficiency and Student Placement in Community College Composition Courses.” March 2019
American Educational Research Association (AERA)
- Annual Meeting, Toronto, Canada. “Writing Proficiency and Student Placement in Community College Composition Courses.” April 2019
Association for Public Policy and Management (APPAM) Regional Conference
- University of California, Irvine California. “Differences in Analytical Text-Based Writing Across Four Levels of Community College Composition Courses.” March 2019
- Claremont Graduate University, California. “Community College Writers: Differences in Text-Based Analytical Writing Across Four Levels of Composition Courses.” (poster) March 2018
Community College Studies Conference, University of California, Los Angeles
- “Writing Proficiency and Student Placement in Community College Composition Courses.” June 2018
Professional Affiliations
American Educational Research Association (AERA)
Divisions C: Learning and Instruction; J: Postsecondary Education; L: Educational Policy and Politics
Association for Public Policy Analysis & Management (APPAM)
National Council of Teachers of English (NCTE)
Two-Year College English Association (TYCA)
National Writing Project (NWP)
California Association of Teachers of English (CATE)
Council of Writing Program Administrators (WPA)
January 2020
