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Elizabeth Davis

Blurred image of the arch used as background for stylistic purposes.
Senior Academic Professional
Coordinator of the Writing Certificate Program

Elizabeth Davis (M.A., NYU; Ph.D., Alabama) is the Coordinator of the Interdisciplinary Writing Certificate Program and teaches writing courses in the Department of English. She also works to support writing instruction and assessment for students and faculty at UGA. Her areas of research and teaching expertise are digital rhetoric, digital humanities, service-learning, ePortfolios and textual materialities.

Dr. Davis has published articles and book reviews in the Digital Rhetoric Collaborative, Kairos: A Journal of Rhetoric, Technology, and Pedagogy, Journal of Interactive Technology and Pedagogy, International Journal of ePortfolio, and Journal of Language and Literacy Education. She participated in Cohort VI of the Inter/National Coalition for Electronic Portfolio Research, conducting research on the assessment and material practices of ePortfolios. She has a co-authored chapter in ePortfolios@edu (Eds. Dellinger and Hart, 2021) on the legacy of ePortfolios in writing instruction at UGA. She is the co-author, with Nedra Reynolds, of the Third Editions of Portfolio Keeping: A Guide for Students and Portfolio Teaching: A Guide for Instructors (Bedford/St. Martins, 2014).

In 2019, Dr. Davis received the UGA Service-Learning Excellence in Teaching Award for her community engaged writing courses and her longtime collaboration with the Archway Partnership, a Public Service and Outreach unit of UGA. In 2020, Dr. Davis received the UGA Creative Teaching Award, one of the university's highest teaching honors. 

In 2023, Dr. Davis participated in the Domestic Field Study Fellows Program to develop a new study away program, Writing and Community at the Georgia Coast, partnering with UGA's Marine Extension and the Willson Center for Humanities and Arts's Penn Center for Culture and Community summer student research residency program. Her current research focuses on spatial rhetorics and practices in writing pedagogy. 


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