Sievers, J. (2022). “Syllabus for first-year seminar (FYS) – Getting schooled: The promises and problems of college in America.” Syllabus 11(1).
Sievers, J. (2021). “Writing between the lines: Teaching digital reading with social annotation in an introductory literature course.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 21(3): 427-453.
Sievers, J. (2016). “Educational developer 2.0: How educational development leaders will need to develop themselves in the era of innovation.” The Journal of Faculty Development 30: 107-115.
Sievers, J. (2015). “A teaching conference of one’s own: Inviting faculty into the scholarly work of teaching.” To Improve the Academy: A Journal of Educational Development 34: 345-366.
My current research interests focus on understanding instructor beliefs and practices that support motivation and persistence across difficulties, particularly in postsecondary classrooms. Recently, my research has also focused on pedagogies in teaching literature and writing, as well as beliefs and rhetorics that shape college teaching.
Before I turned to educational research, I was an American literature and composition studies scholar. This previous work focused on early American literature, especially the religious literatures of early modern Protestant communities, and has been published in Early American Literature, the New England Quarterly, The William and Mary Quarterly, and Literature Compass.