FilippKa-MSU-Forestry-Photo1.jpg
 

Mathew gomes, phD

 

M a t t . G o m e s

 

I am an Assistant Professor in the department of Writing, Rhetoric, and American Cultures at Michigan State University. My research focuses on writing programs, and am specifically interested in cultivating student-centered assessment models, and building writing programs that are responsive to students, faculty, and local communities. Currently, I am studying how students and instructors perceive the helpfulness of their writing courses.  Additionally, I have worked with the Writing Center at Michigan State, and the Lyman Briggs Residential College to build and evaluate a writing studio for Briggs’s students. I also host a music podcast of original mixes, reflecting musical interests in jazz, soul, funk, electronic, and instrumental music.

 

Education

PhD, Rhetoric and Writing (Institutional Rhetorics and Writing Assessment)
Michigan State University

Committee: Jeffrey T. Grabill (chair), Julie Lindquist, Malea Powell, Stuart Blythe
Dissertation: “Decolonizing Writing Program Assessment: Student Contributions to Knowledge about First-Year Writing Placement at Michigan State”    August 2016

MA, English
California State University, Fresno
Committee: Asao Inoue (Chair), Kathleen Godfrey, Rick Hansen
Thesis: “College Material: Literacy, Legitimacy, and the Production of Discursive and Racial Alterity.”    
May 2012

BA, English and Music (emphasis in Music Composition)
California State University Fresno    
Dec 2008

 


Academic Appointments

Michigan State University
Assistant Professor. Department of Writing, Rhetoric, and American Cultures. August 2016-present

Assessment Consultant. Lyman Briggs College Writing Studio. July 2014–present

Writing Studio Coordinator. Lyman Briggs College Writing Studio. July 2014–June 2015

Graduate Writing Center Coordinator. MSU Writing Center. Aug 2013–May 2014

Graduate Writing Center Consultant. MSU Writing Center. May 2013–Aug 2013

Graduate Student Instructor. Department of Writing, Rhetoric & American Cultures. Aug 2012–May 2016

 

California State University, Fresno
Instructor. Early Start Program. July 2012–Aug 2014

Instructor. Educational Opportunity Program. July 2010–July 2012

Teaching Associate. English Department. July 2009–May 2012


Peer-Reviewed Publications

Gomes, M. and Ma, W. (under review) “Student expectation audit and mapping: Using qualitative and quantitative methods to understand outcomes for students.” Writing Program Administration.

Gomes, M. and Ma, W. (under review) “Student expectation audit and mapping: Using qualitative and quantitative methods to understand outcomes for students.” Writing Program Administration.

Gomes, M. and Ma, W. (in progress) “Building a local theory of helpfulness: Using structural equation mapping to better understand the helpfulness of First-Year Writing.” Assessing Writing.

Gomes, M. and Ma, W. (in progress) “Building a local theory of helpfulness: Using structural equation mapping to better understand the helpfulness of First-Year Writing.” Assessing Writing.


BOOK CHAPTERs

Gomes, M. (2018). “Terms of participation: Using collaborative assessment to achieve more just writing classrooms.” In V. Del Hierro, I. Baca, and L. Gonzales. Community Action for Social Justice: A Digital Archive. Parlor Press.

Gomes, M. (2018). “Terms of participation: Using collaborative assessment to achieve more just writing classrooms.” In V. Del Hierro, I. Baca, and L. Gonzales. Community Action for Social Justice: A Digital Archive. Parlor Press.

Gomes, M. (2018). “Writing Assessment and Responsibility for Colonialism’.” In M. Poe, A. B. Inoue, and N. Elliot. Writing Assessment, Social Justice, and Advancement of Opportunity (pp. 203-227). Fort Collins, CO: The WAC Clearinghouse and University Press of Colorado.

Gomes, M. (2018). “Writing Assessment and Responsibility for Colonialism’.” In M. Poe, A. B. Inoue, and N. Elliot. Writing Assessment, Social Justice, and Advancement of Opportunity (pp. 203-227). Fort Collins, CO: The WAC Clearinghouse and University Press of Colorado.


Banks, W.P, Burns, M.S., Caswell, N. I., Cream, R., Dougherty, T. R., Elliot, N., Gomes, M., Hammond, J.W., Harms, K. L., Inoue, A. B., Lederman, J., Molloy, S., Moreland, C., Nulton, K. S., Peckham, I., Poe, M., Sassi, K. J., Toth, C., and Warwick, N. (2018). “The braid of writing assessment, social justice, and the advancement of opportunity: Eighteen assertions on writing assessment with commentary.” In M. Poe, A. B. Inoue, and N. Elliot. Writing Assessment, Social Justice, and the Advancement of Opportunity (pp. 385-431). Fort Collins, CO: The WAC Clearinghouse and University Press of Colorado.

Banks, W.P, Burns, M.S., Caswell, N. I., Cream, R., Dougherty, T. R., Elliot, N., Gomes, M., Hammond, J.W., Harms, K. L., Inoue, A. B., Lederman, J., Molloy, S., Moreland, C., Nulton, K. S., Peckham, I., Poe, M., Sassi, K. J., Toth, C., and Warwick, N. (2018). “The braid of writing assessment, social justice, and the advancement of opportunity: Eighteen assertions on writing assessment with commentary.” In M. Poe, A. B. Inoue, and N. Elliot. Writing Assessment, Social Justice, and the Advancement of Opportunity (pp. 385-431). Fort Collins, CO: The WAC Clearinghouse and University Press of Colorado.

Milu, E. and Gomes, M. (2017). ‘Hay un tiempo y un lugar para todo’: Students’ Writing and Rhetorical Strategies in a Translingual Pedagogy.” In S. Blum Malley, A. Frost, J. Kiernan. Practical Pedagogies: Engaging Domestic and International Students in Translingual & Translocal Writing. Logan, UT: Utah State University Press (forthcoming).

Milu, E. and Gomes, M. (2017). ‘Hay un tiempo y un lugar para todo’: Students’ Writing and Rhetorical Strategies in a Translingual Pedagogy.” In S. Blum Malley, A. Frost, J. Kiernan. Practical Pedagogies: Engaging Domestic and International Students in Translingual & Translocal Writing. Logan, UT: Utah State University Press (forthcoming).


Book Reviews

Gomes, M. (2014). “A review of Cross-Cultural Technology Design: Creating Culture-Sensitive Technology for Local Users by Huatong Sun.” Journal of Business and Technical Communication, 28(3), 401-404.

Gomes, M. (2014). “A review of Cross-Cultural Technology Design: Creating Culture-Sensitive Technology for Local Users by Huatong Sun.” Journal of Business and Technical Communication, 28(3), 401-404.


Online

Writing

Gomes, M. and Turner, H. (2015). “Lighten Your Load (Part 1): Eight Ways to Make Individual Feedback More Efficient,” with Heather Turner. Inside Teaching MSU.

Gomes, M. and Turner, H. (2015). “Lighten Your Load (Part 1): Eight Ways to Make Individual Feedback More Efficient,” with Heather Turner. Inside Teaching MSU.

Turner, H. and Gomes, M. (2015). “Lighten Your Load (Part 2): Three Ways to Make Group Feedback More Efficient,” with Heather Turner. Inside Teaching MSU.

Turner, H. and Gomes, M. (2015). “Lighten Your Load (Part 2): Three Ways to Make Group Feedback More Efficient,” with Heather Turner. Inside Teaching MSU.

Gomes, M. and Turner, H. (2015). “Lighten Your Load (Part 3): Planning for More Efficient Feedback Next Semester.” Inside Teaching MSU.

Gomes, M. and Turner, H. (2015). “Lighten Your Load (Part 3): Planning for More Efficient Feedback Next Semester.” Inside Teaching MSU.

Teaching Portfolio

Self Determination

Students have goals for their own educational lives and work; my aim is to offer pedagogical opportunities that facilitate students' educational goals. 

Collaboration

Students and I collaborate to generate learning goals, assignments, evaluative criteria, and responses to others' work.

Transparency

Mechanisms of power within a classroom should be laid bare: in my classrooms, we need to have reasons for the goals we set; I need to have reasons for the work I assign; we need to have reasons for assessments we generate. Transparency also allows everybody to better anticipate and understand the varieties of consequences that may exist when we rationalize classroom activities in any particular way.

Philosophy of Teaching and Learning

StudentFeedback_WebThumb - Page 1 (1).png

 about overall development
as writers

 

“I have been more involved in my writing, and taking more chances.”

 

“I now pay more attention to the writing process, rather than only focusing on the product.”

 

“I now know how to critically review my own work.”

 

“I have become more comfortable writing, using my own style when I write.”

 

“I am more direct with my writing and I know how to use rhetoric more effectively.”

 

about feedback on Students' writing

 

The feedback from the instructor was phenomenal.

 

The instructor's feedback helped me catch the main point in [my] writing.

 

He was good at being specific when giving feedback.

 

I liked how he didn't give us specific grades on each project but feedback on how we did and how to make it better to meet the goals of the assignment.

 


SETs_WebThumbs - Page 1 (1).png

SET Scores

The table below includes Student Evaluation of Teaching (SET) scores from Fall 2015-2017, in which I taught both Basic Writing and mainstream first-year writing (FYW) courses in my institution’s FYW program. The scale used is (1) superior; (2) above average; (3) average; (4) below average; (5) inferior. The following scores indicate students at my current institution find my overall classroom performance between superior and above average. Additionally, I have included standard deviation (SD) values, to show areas of agreement. For example, students substantially agreed the classroom was inclusive, and invited multiple viewpoints. Additionally, students substantially agreed that my feedback and attention to learning was timely and learning. 

 

 

 

Gomes_SETPage.png