Sarah Seeley
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E-mail:
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Room:MN 6188
Sarah Seeley holds a B.A. in archaeological studies from State University of New York, College at Potsdam. She also holds an M.A. and a Ph.D. in anthropology from Binghamton University. She made a pivotal career shift in 2011 when she began teaching first-year writing. Before joining the Institute for the Study of University Pedagogy in 2020, Sarah taught writing and linguistic anthropology in the United States.
Here at UTM, Sarah primarily teaches ISP100: Writing for University and Beyond. This class is designed to help students become more effective, purposeful, and confident writers. She also teaches ISP250: Rewriting Language Ideologies and is offering a three-part student workshop via the Robert Gillespie Academic Skills Centre during 2025-2026: Making Sense of AI & Learning.
Sarah’s research interests include language ideology, academic labour practices, knowledge transfer, science writing, and generative AI technologies. Her work has, for example, explored how emotional labour shapes first-year writing programs and how the global hegemony of English gives rise to different types of so-called invisible pedagogical labour. With Tyler Evans-Tokaryk and Oguzhan Tekin, she recently co-edited a special issue of Discourse and Writing / Rédactologie, which represents the first focused examination of Canadian approaches to teaching and learning academic writing in more than a decade. With Michael Cournoyea, she is currently studying the emotional dimensions of teaching and learning amid the increasing use of generative AI technologies at universities in Canada and the United States.
In her spare time, Sarah enjoys swimming, cooking, reading, and sewing.
Publications
Seeley, S. and Cournoyea, M. 2025. ““I’m not worried about robots taking over the world. I guess I’m worried about people”: Emoting, Teaching, and Learning with Generative AI,” Teaching & Learning Inquiry https://journalhosting.ucalgary.ca/index.php/TLI/article/view/80311
Enaya, T. and Seeley, S. 2025. “Ctrl+AI+Learn: Contextualizing GenAI Policies for First-Year University Students,” Discourse and Writing/Rédactologie 35: 27-34.
Blaauw-Hara, M., Ibrahim, S., Gerstle, D., Eaton, C., and Seeley, S. 2025. Thinking Past the Portal: Threshold Concept Metaphors for Diverse Learners in Disparate Disciplines, Currents in Teaching and Learning 16(2): 6-21.
Seeley, S., Tekin, O., Evans-Tokaryk, T. 2024. “Introduction: Special Issue on Teaching Academic Writing in Canada,” Discourse and Writing/Rédactologie. 34: 47-54.
Seeley, S. 2023. “The JSTOR Daily Project: Building Genre Awareness through Heuristic Learning,” Discourse and Writing/Rédactologie. 33: 127-138.
Gerstle, D., Seeley, S., and Laflamme, M. 2023. “Learning to Communicate About Science: Writing About (Science) Writing and the First-Year Writing Requirement,” Journal of the Assembly for Expanded Perspectives on Learning. 28: 147-150.
Seeley, S. 2023. “Writing to sound like yourself” in Dynamic Activities for First-Year Composition: 96 Ways to Immerse, Inspire, and Captivate Students. M. Reznizki and D. Coad (Eds.), pp. 291-294 National Council of Teachers of English.
Seeley, S. 2022. ““Some of the rooms are occupied by squirrels”: Communication and the New Polytechnic.” In Writing STEAM: Composition, STEM, and a New Humanities. J. Kiernan and V. Kao (Eds.), pp. 167-181 Routledge.
Seeley, S. 2022. “Zoom ‘n Gloom: Performativity and Inclusivity during the Pandemic and Beyond,” Academic Labor: Research and Artistry 6(1): 2-15.
Seeley, S., Xu, K., and Chen, M. 2021. “Read the Room! Navigating Social Contexts and Written Texts,” In Writing Spaces: Readings on Writing, vol. 4., D. Driscoll, M. Heise, M. Stewart, and M. Vetter (Eds.), pp. 281-300 Parlor Press.
Seeley, S. 2021. “¿Libertad de cátedra?: Examining the Visibility of Plausibility,” Journal of Multimodal Rhetorics 4(2):69-76.
Seeley, S. 2021. “¿Libertad de cátedra?: Examinando la visibilidad de la validez,” Journal of Multimodal Rhetorics 4(2):77-84.
Seeley, S. 2020. “The Remix Pairing: Writing Assignments that Support Instructional Alignment and Student Satisfaction,” Currents in Teaching and Learning 12 (1): 34-46.
Seeley, S. 2020. ““So that’s sort of wonderful”: The Ideology of Commitment and the Labor of Contingency,” Journal of the Assembly for Expanded Perspectives on Learning. 25: 79-98.
Seeley, S. 2020. “Responding to Uncertainty through Contextualizing Learning Outcomes,” Text Shop Experiments 7.5