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Dr. Jennifer M. Cunningham is a professor of English who started her career at ���ϳԹ��� on the Stark campus where she served as the Chair of the Stark English Writing Program Committee. She now serves as the Writing Program Coordinator for the University/English Department. Focusing much of her teaching and research on online writing instruction (OWI), she has developed and taught fully online undergraduate courses such as College Writing and Research Writing, Composition Theory, and Gender & Language. She also teaches a hybrid graduate course for all new teaching assistants and dual-enrollment instructors in the English department.

Among other scholarly activities, she is the current Chair of the Conference on College Composition and Communication (CCCC) Online Writing Instruction (OWI) Standing Group and is currently investigating the Community of Inquiry (CoI) framework as it applies to OWI and peer review. Along with her research team (Mary K. Stewart, Lyra Hilliard, and Natalie Stillman-Webb), she was awarded the 2018 Conference on College Composition and Communication Emergent Researcher Award for “Cross-Institutional Study of Communities of Inquiry in Blended and Online Composition Courses.”

Selected Publications

Snart, J., Borgman, J., Cunningham, J. M., Stillman-Webb, N., Whetstone, J., Skurat Harris, H, McArdle, C., Mahaffy, C., Hilliard, L., Stewart, M. K., & Warnock, S. (2024). , Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 28(2).

Cunningham, J. M., Stillman-Webb, N., Hilliard, L.  & Stewart, M. K. (2023). Conceptualizing time in hybrid and online writing instruction and program administration. In Leigh Graziano, L., K. Halasek, R. Hudgins, S. Miller-Cochran, F. Napolitano, & N. Szymanski, (Eds.), (pp. 217-229). Utah State University Press.

Stewart, M. K., Cunningham, J. M., Hilliard, L. & Stillman-Webb, N. (2022). The how and what of learning in hybrid and online FYC: A multi-institutional survey study of student perceptions. College Composition and Communication, 73(4), 739-773.

Cunningham, J. M., Stillman-Webb, N., Hilliard, L., & Stewart, M. K. (2022). . Composition Forum, 48. 17 pages.

Cunningham, J. M. (2019). , Journal of Response to Writing, 5(1), 4-38.

Online Writing Instruction Standing Group: Borgman, J., Mahaffey, C., Snart, J., Cunningham, J. M., Stillman-Webb, N., Hilliard, L., Stewart, M., McArdle, C., Harris, H. S., Warnock, S., Whetstone, J. (2021). . Conference on College Composition and Communication.

Cunningham, J. M. (2018). “wuz good wit u bro”: Patterns of digital African American language use in two modes of communication, Computers and Composition, 48, 67-84.

Cunningham, J. M. (2017). African American language is not good English. In Loewe, D. M. & Ball, C. E. (Eds.), (pp. 88-92). Morgantown, WV: West Virginia University Libraries. 

Cunningham, J. M. (2016).   Skurat Harris, H. (Ed.), Boston: Bedford/St. Martin. (annotator)

Cunningham, J. M. (2015). Digital African American language: A corpus analysis of text messages. In Thomas, P. & Takayoshi, P. (Eds.), Literacy in practice: Writing in private, public, and working lives (pp. 58-70). New York, NY: Routledge.

Cunningham, J. M. (2015). , Online Learning, 19(3), 34-47.

Cunningham, J. M. (2014). The features and functions of digital African American language, Written Communication, 31(4), 404-433. 

Cunningham, J. M. (2014). Literacy and identity when approximating African American language on social network sites. Journal of Literacy and Technology, 15(1), 54-77.

Cunningham, J. M. (2011). I love Annie Dillard’s mother: A linguistic analysis of ‘Terwilliger bunts one,’ RASK: International Journal of Language and Communication, 34, 77-105.

Cunningham, J. M. (2011). Actively and critically learning: The pedagogical importance of student affinity, Journal of Teaching Writing, 25(2), 223-238.