Professor, Executive Director of The Institute for Learning and Teaching Director of the Center for the Study of Academic Labor


  • Find Me On:

  • Office Hours:

    I am in the office 9-5 Monday - Friday but am in meetings at many times..
  • Role:

  • Position:

    • Professor, Executive Director of The Institute for Learning and Teaching Director of the Center for the Study of Academic Labor
  • Concentration:

    • Rhetoric and Composition
  • Department:

    • English and University Composition Program
  • Education:

    • PhD
  • Curriculum Vitae:


Professor. B.A., Knox College; M.A., University of New Hampshire; Ph.D., Educational Leadership, Colorado State University

Sue Doe teaches courses in Composition, Autoethnographic Theory and Method, Reading and  Writing Connections, Research Methods, and GTA preparation for writing instruction. She does research in three distinct areas--academic labor and the faculty career, writing across the curriculum, and student-veteran transition in the post-9/11 era. Coauthor of the faculty development book Concepts and Choices: Meeting the Challenges in Higher Education, she has published articles in College English, The WAC Journal, Reflections, and Writing Program Administration (among others) as well as in several book-length collections. Her collection on student-veterans in the Composition classroom, Generation Vet: Composition, Veterans, and the Post-911 University, co-edited with Professor Lisa Langstraat, was published by Utah State Press (an imprint of the University Press of Colorado) in 2014. Since 2020 Sue has been focusing on shared governance and leadership responsibility/opportunity while serving as Chair of the Faculty Council and as Executive Director of The Institute for Learning and Teaching. Sue's scholarship has followed this direction, looking at leadership responsibility for the empowerment and valuing of writing instruction and the broader educational mission of colleges and universities.



Doe, Sue and Lisa Langstraat. 2014. Generation Vet: Composition, Veterans, and the Post-9/11 University. Edited Collection. Utah State University Press (an imprint of University of Colorado P). 291 pages. With an Introduction by Sue Doe and Lisa Langstraat. 1-27.

Timpson, William M. and Sue Doe. 2008. Concepts and Choices: Meeting the Challenges in Higher Education, 2nd edition. Madison, WI: Atwood Press. 365 pages.

Refereed Journal Articles

Fedukovich, Casie and Sue Doe. “Beyond Management: The Potential for Writing Program Leadership During Turbulent Times.” Reflections: A Journal of Community-Engaged Writing and Rhetoric, 18.2 (Fall/Winter 2018-19). 87-115.

Doe, Sue. “The University Center as Institutional Advocate: CSAL—The Center for the Study of Academic Labor.” FORUM—Issues about Part-Time and Contingent Labor. Conference on College Composition and Communication, 69.1 (September 2017). A12-A16.

Doe, Sue, Mary Pilgrim, and Jessica Gehrtz. “Stories and Explanations in the Introductory Calculus Classroom: A Study of WTL as a Teaching and Learning Intervention.” The WAC Journal 27. (2016). 97-118.

Doe, Sue and Lisa Langstraat. “Faculty Development Workshops with Student-Vet Participants: Seizing the Induction Possibilities.” REFLECTIONS: A Journal of Public Rhetoric, Civic Writing, and Service Learning. 16.2. (2016). 151-186.

Adsit, Janelle, Sue Doe, Marisa Allison, Paula Maggio, and Maria Maisto. “Affective Activism: Answering Institutional Productions of Precarity in the Corporate University.” Feminist Formations 27.3 (Winter 2015), 21-28.

Kannan, Vani, Joe Schicke, and Sue Doe. “Performing Horizontal Activism: Expanding Non-Tenure Track Advocacy Throughout and Beyond a Three-Step Process.” Literacy in CompositionStudies 3.1 (March 2015), 131-143.

Gingerich, Karla, Julie Bugg, Sue Doe, Christopher A. Rowland, Tracy L. Richards, Sara Jane Tompkins, and Mark A. McDaniel. 2014. Active Processing via Write-to-Learn Assignments: Learning and Retention in Introductory Psychology.” Teaching of Psychology, 41. 4 (October 2014). 303-308.

Doe, Sue and William W., Doe, III. “Residence Time and Military Literacies.” Composition Forum, 28 (Fall 2013) Special Issue on Veterans and Writing. Web.

Doe, Sue and Mike Palmquist. “An Evolving Discourse: The Shifting Uses of Position Statements on Contingent Faculty.” ADE/ADFL Bulletins: Non-Tenure-Track Faculty in the Modern Languages: Issues and Directions” a publication of the Modern Language Association, December 2013.

Doe, Sue R., Karla J. Gingerich and Tracy L. Richards. An Evaluation of Grading and Instructional Feedback Skills of Graduate Teaching Assistants in Introductory Psychology.” Teaching of Psychology.40.4 (October 2013). 274-280.

Cavdar, Gamze and Sue Doe. “Learning through Writing: Teaching Critical Thinking Skills in WritingAssignments.” PS: Political Science and Politics 45.2. (2012) 1-9.

Doe, Sue. 2011 “Response to ‘A Symposium on Fostering Teacher Quality.’” Writing Program Administration 34.2. (2011).115-118.

Doe, Sue, Natalie Barnes, David Bowen, David Gilkey, Ginger Guardiola Smoak, Sarah Ryan, Kirk Sarell, Laura H. Thomas, Lucy J. Troup, and Mike Palmquist. “Discourse of the Firetenders: Considering Contingent Faculty Through the Lens of Activity Theory.” College English 73.4. (2011). 428-449.

Palmquist, Mike, Sue Doe, James McDonald, Beatrice Mendez Newman, Robert Samuels, and Eileen Schell. “Statement on the Status and Working Conditions of Contingent Faculty.” College English 73.4. (2011). 356-359.

Doe, Sue. “A Hot Mess or a Cool Opportunity: Revising the Aspiration Agenda via New Collective Effort.” FORUM. College Composition and Communication 62.1. (2010). A7-12.

Refereed Chapters in Books

Doe, Sue and Steven Shulman. “Contingency Across Higher Education” In Contingent Faculty: A Labor History, Editors Eric Slocum and Claire Goldstein. University of Illinois Press. IN PRESS.

Bradbury, Kelly, Sue Doe, and Mike Palmquist. “Networking Across the Curriculum: Challenges, Contradictions and Changes.” In Network Theories, Social Justice, and Supersystems in Writing Program Administration, Editors Genesea Carter, Bonnie Vidrine-Isbell, and Aurora Matzke. WAC Clearinghouse. 2023. 203-233.

Doe, Sue, Kira Marshall-Mckelvry, Ross Atkinson, Lilly Haboth, Jen Owen, Caleb Gonzalez. “What the Teacher Learned in the Graduate Autoethnography Classroom.” Utah State Press in a collection entitled Self-Culture-Writing: Autoethnography for/as Writing Studies. Editors Rebecca Jackson and Jackie Grutsch Mckinney.  2021. 136-148.

Adsit, Janelle and Sue Doe. Educating the Faculty Writer to “Dance with Resistance”: An Affective Rhetorical Analysis of the National Center for Faculty Development and Diversity.” The Things We Carry: Strategies for Recognizing and Negotiating Emotional Labor in Writing Program Administration. Editors: Courtney Adams Wooten, Jacob Babb, Kristi Murray Costello, Kate Navickas.  Utah State Press.  2020.

Juergensmeyer, Erik and Sue Doe. “Owning Curriculum: Megafoundations, the State, and Writing Programs.” In Fighting Academic Repression, Erik Juergensmeyer and Anthony J. Nocella II, eds. Peter Lang Publishing. 2017.

Doe, Sue, Maria Maisto, and Janelle Adsit. “What Works and What Counts: Valuing the Affective in Non-Tenure-Track Advocacy. In Contingency, Exploitation, and Solidarity: Labor and Action in English Composition. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and University Press of Colorado. Available at , eds. Seth Kahn, William B. Lalicker, and Amy Lynch-Biniek. 2017. 213-234.

Hadlock, Erin and Sue Doe. “Not Just ‘Yes Sir, No Sir’: How Genre and Agency Interact in Student-Veteran Writing.” In Generation Vet: Composition, Veterans, and the Post-9/11 University. Sue Doe and Lisa Langstraat, eds., Utah State Press. 2014. 73-94.

Doe, Sue. “Opportunity and Respect: Keys to Contingent Faculty Success.” In Rewriting Success: Constructing Careers and Institutional Change in Rhetoric and Composition. Donna LeCourt, Amy Goodburn, and Carrie Leverenz, Eds. Anderson, SC: Parlor Press. 2012. 51-68.

Doe, Sue. “Towards a Visible Alliance between Writing Centers and Contingent Faculty: A Social Materialist Approach.” In Before and After the Tutorial: Writing Centers and Institutional Relationships Edited by Nicholas Mauriello, William J. Macauley, Jr., & Robert T. Koch Jr. New York: Hampton Press. 2011. 29-52.

First Generation Story

I am a proud first-generation college graduate. I graduated from the same college where my father started but  wasn't able to remain due to the grand economic interruption known as the Great Depression.  My mother had no real shot at college but instead was a working woman long before it was fashionable and was also the best copy editor I have ever known. My parents, neither of whom graduated from college, were committed to the value of a college education and donated annually to the college I attended even well after my graduation. They were both readers and their reading habits were the best role model a college-aspiring first-gen student like myself could hope for!