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Allen Brizee, Ph.D.

Associate Professor
English

Director of Writing Across the Curriculum
University Undergraduate Core


Education

Ph.D. in English, Purdue University
M.A. in English, Virginia Tech
B.A. in English, Virginia Tech
A.S. in General Studies, Northern Virginia Community College

Research Interests

Brizee's research explores the intersections of rhetoric, technology, writing pedagogy, and civic engagement. These interests guide his work in fostering writing across the curriculum and developing digital community-based research projects focused on racial justice. Theorists underpinning his research include the ancient Greek philosopher Isocrates and Ernest L. Boyer. Building on Isocratic phronēsis and Boyer’s engaged scholarship, Brizee combines research, teaching, and service to support the humanistic and Ignatian traditions of vita activa.

Brizee's professional website

Publications and Media Placements

Works in Progress

Via Media: The Rhetoric of the Middle Way in Isocrates, Queen Elizabeth I, and the Anglican Church. This book project discusses the influence of the Greek philosopher Isocrates on the writing and policies of Queen Elizabeth I and her ability to find common ground between British Protestants and Catholics to further develop the Anglican Church. A unique feature of this project is the model used to analyze the works of Isocrates and Queen Elizabeth I: to code and analyze text, I will use grounded theory as outlined by Strauss and Corbin, an approach originally developed for coding and analyzing qualitative data. Single author.

“Eloquentia Perfecta, Community-Engaged Work, and Graduate Education.” This article section is part of a larger piece submitted to Jesuit Higher Education: A Journal for their special issue on Rev. John O’Malley, S.J. In the article section, we reflect on O’Malley’s significant influence on the emergence of research in Jesuit rhetoric by discussing two community-based digital humanities projects: The Baltimore Story: Learning and Living Racial Justice and The St. Louis Story: Learning and Living Racial Justice. We reflect on O’Malley’s inspiration and guidance for incorporating engaged scholarship into graduate education to foster more of this type of work among faculty members and universities. With Stephanie Hurter Brizee, Meha Gupta, Colten Biro.

“The Baltimore Story: Learning and Living Racial Justice, A Longitudinal Study.” This article will present findings from a three-year community-based research study on the outcomes of using a digital Humanities project as a hub for anti-racist middle school curricula. With Stephanie Flores-Koulish, RaShawna Sydnor, and Stephanie Brizee.


Published

Books Authored and Edited

Read, Reason, Write: An Argument Text and Reader. 12th ed. McGraw-Hill Education, 2018. Thirteenth ed. forthcoming in January 2023. With Dorothy U. Seyler.

Partners in Literacy: A Writing Center Model for Civic Engagement. Rowman and Littlefield, 2016. With Jaclyn M. Wells. Reviewed in Community Literacy Studies 12.2, 2018. Reviewed in Composition Studies 45.1, 2017.

Commitment to Justice in Jesuit Higher Education. 3rd ed. Apprentice House, 2016. Edited with Paola Pascual-Ferrá

Published journal articles

Reimagining the Humanistic Tradition: Using Isocratic Philosophy, Ignatian Pedagogy, and Civic Engagement to Journey with Youth and Walk with the Excluded.” Jesuit Higher Education: A Journal vol. 11, no. 1, 2022, pp. 2-25.

Living, Learning, Serving: Outcomes of Combining a Living-Learning Program with Service-Learning Courses.” Jesuit Higher Education: A Journal vol. 11, no. 1, 2022, 51-74.  With Kate Figiel-Miller and Marianna E. Carlucci. Peer-reviewed publication

Govans Heritage and Community Action.” Digital Humanities project with Stephanie H. Brizee, service-learning students at Loyola, and the community members of Govans, Baltimore. Funded by a $30,000 McCarthey Dressman Education Foundation grant.

“What Happens When We Fail?: Building Resilient Community-Based Research.” Journal of Technical Writing and Communication 50.4 (2020): 339-375. Single author. Peer-reviewed publication.

“High-Impact Civic Engagement: Outcomes of Community-Based Research in Technical Writing Courses.” Journal of Technical Writing and Communication 50.3 (2020): 224-251. With Paola Pascual-Ferrá and Giuliana Caranante. Peer-reviewed publication. A Top Paper Award in Civic Engagement, 2017 National Communication Association Convention.

"Engaged Scholarship: Using Iterative Design and Empirical Methods to Guide Community Work in Baltimore." Response to Conversations on Jesuit Higher Education 53 (2018). Invited publication.

“Using Isocrates to Teach Technical Communication and Civic Engagement.” Journal of Technical Writing and Communication 45.2 (2015): 134-165. Single author. Peer-reviewed publication.

“Cross-Disciplinary Collaboration: Fostering Professional Communication Skills in a Graduate Accounting Certificate Program.” Across the Disciplines: A Journal of Language, Learning, and Academic Writing 11.1 (2014). With Joe Langmead. Peer-reviewed publication.

“Toward Participatory Civic Engagement: Findings and Implications of a Three-Year Community-Based Research Study.” Computers and Composition: An International Journal 32 (2014): 22-40. Single author. Peer-reviewed publication.

“Eloquentia Perfecta in a Digital Age: A New Media Legacy of Jesuit Education.” Conversations on Jesuit Higher Education 43 (2013). With Jenn Fishman. Invited publication.

“Writing Centers and Students with Disabilities: the User-Centered Approach, Participatory Design, and Empirical Research as Collaborative Methodologies.” Computers and Composition: An International Journal 29.4 (2012): 341-366. With Morgan Sousa and Dana Driscoll. Peer-reviewed publication.

“The Engaged Dissertation: Three Points of View,” in Collaborative Futures: Critical Reflections on Publicly Active Graduate Education. Syracuse, NY: Graduate School Press, Syracuse U. 2012. With Linda Bergmann and Jaclyn Wells. Peer-reviewed publication.

Dissertation Project: The Community Writing and Education Station, 2010. With Jaclyn Wells.

“Usability Research in the Writing Lab: Sustaining Discourse and Pedagogy.” Computers and Composition: An International Journal 26.2 (2009): 107-121. With Michael Salvo, Jingfang Ren, and Tammy Conard-Salvo. Peer-reviewed publication.

“Stasis Theory as a Strategy for Workplace Teaming and Decision Making.” Journal of Technical Writing and Communication 38.4 (2008): 363-385. Nominated for the 2009 NCTE Scientific and Technical Communication Award. Single author. Peer-reviewed publication.

"Usability Research and User-Centered Theory for 21st Century OWLs” in The Handbook of Research on Virtual Workplaces and the New Nature of Business Practices. Hershey, PA: Idea Group Publishing, 2008. With Dana Driscoll, Michael Salvo, and Morgan Sousa. Peer-reviewed publication.

Review of Web Accessibility: Web Standards and Regulatory Compliance by Jim Thatcher et al. Technical Communication, Journal of the Society for Technical Communication 54.2 (2007): 254-256. Single author. Peer-reviewed publication.

Purdue OWL Usability Research Project, 2007. With Michael Salvo, Dana Driscoll, Morgan Sousa, and Jo Doran.

Selected Media Placements

2020 “Students learn and connect with others through service, despite pandemic,” by Francesca Minicozzi for The Grove, Loyola University Maryland.

2020 “Connecting with community through GEDCO/CARES,” by Vanessa Cuppari for The Grove, Loyola University Maryland.
 
2020 “Virtual Learning Helps Loyola Maryland Extend Impact on Local Community,” by Moley Roby for Connections: The Online Magazine of the AJCU, November issue: https://bit.ly/35Mz3ce.

2019 “Interview with Allen Brizee on the 25th Anniversary of the Purdue OWL,” by David Ching for THiNK Magazine: Purdue’s College of Liberal Arts, fall issue.

2019 “Allen Brizee, Ph.D., Supports Loyola’s Ignatian Mission by Engaging Students in the Local Community,” by Molly Cochran for Loyola magazine.

2016 “The View from My Ivory Cubicle,” by Layli Miron for the Huffington Post.

2015 interview for 4C4E Community Engagement and Social Justice Action Hub at CCCC 3/18.

2011 interview for “Service-Learning Writing Classes Partner with York Road Corridor Community Richnor Springs,” by Courtney Jolley for the October issue of Loyola College Update newsletter.

2009 interview for “Hot Type: Psychological Association Offers to Replace Error-Ridden Copies of Style Guide,” by Jennifer Howard for The Chronicle of Higher Education 10/27.

Honors and Awards

  • Govans Heritage and Community Action digital humanities project funded by a McCarthey Dressman Education Foundation grant, 2021: $30,000
  • National Communication Association Conference top paper award in civic engagement for “High-Impact Civic Engagement,” 2017
  • Loyola University Maryland Faculty Award for Excellence in Engaged Scholarship, 2015

Professional Organizations and Associations

Brizee serves as SLU’s Director of Writing Across the Curriculum in the University Undergraduate Core. In this position, he collaborates with administrators, faculty members, and students to develop writing-intensive courses in the variety of disciplines offered at the University. To help develop these courses, he uses his research on the Ignatian Pedagogical Paradigm as well as his experience as a technical writer for the private sector and for the federal government. At his former institution, Loyola University Maryland, he served as the Faculty Director for Community-Engaged Learning and Scholarship and worked to develop cross-curricular writing projects to address systemic racism.

  • The Jesuit Conference on Rhetoric and Composition, 2010 – present
  • Council of Writing Program Administrators, 2007 – present
  • College Composition and Communication, 2004 – present
  • National Council of Teachers of English, 2003 – present