S. David Grover

Curriculum Vita

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PhD in Technical Communication and Rhetoric

Rhetoric, composition, and technology emphasis

Texas Tech University


Preparing Graduate Teaching Assistants to Teach Writing Online:
A Nationwide Assessment of Research and Practice


Kelli Cargile Cook, chair

Susan Lang

Rebecca Rickly


In the absence of any widespread assessment to determine how much and what kind of online writing instruction (OWI)-focused teacher preparation is being offered to graduate teaching assistants, this dissertation presents the results of an empirical, mixed-methods study that maps the field’s current research and practice and then interrogates that map to identify paths for better meeting the needs of the field’s stakeholders. The study’s first phase employs a content analysis of the professional literature and finds that research into OWI preparation is minimal and dominated by too few voices, while the second phase reports on the results of an online questionnaire focused on local OWI preparation program practice and finds that OWI preparation is only sparsely practiced nationwide. The final phase synthesizes these results and provides WPAs a heuristic for the design and evaluation of OWI preparation programs.

Selected Coursework

  • Technical Editing
  • Writing Program Assessment
  • Research Methods
  • Instructional Development and Design
  • Accessible Rhetoric: Web Accessibility and Disability Studies
  • Rhetoric of Scientific Literature
  • Teacher Training

MA in English

Creative nonfiction emphasis

Ohio University


Journey to the East: Essays


Dinty Moore, chair

Janis Holm

Nicole Reynolds


This thesis is a collection of seven personal essays written by the author and headed by a critical introduction. The introduction presents a common theme among the essays—that they represent a “journey to the East”—and points out the function of memory in the essays and the necessity for some distance between the speaker and the protagonist in each, even though those two may in fact be the same person. Such distance, the author claims, allows valuable discoveries to be made and justifies an otherwise purely egotistical venture. The introduction also expresses the author’s desire that his essays promote empathy—between author and reader, between reader and the world, and between the reader and the reader’s self.

BA in English, with honors

Minor in Korean

Brigham Young University


To Point B: Essays


Patrick Madden


This capstone project is a collection of five personal essays prefaced by a critical introduction. The introduction analyzes the nature of the essay as record of the writer’s thoughts and explorations in a given topic or memory. It points out that in an essay, as in life, the end of the journey is rarely known at the outset. Additionally, the introduction records the actual writing of this project, the difficulties and successes experienced by the writer. The essays themselves are on a variety of topics, as evidenced by the titles.


Peer-Reviewed Publications

Grover, S. D. (under review). The principles, locations, and methods that guide OWI preparation for GTAs: A content analysis. Research in Online Literacy Education.

Grover, S. D., Cargile Cook, K., Skurat Harris, H., & DePew, K. E. (2017). Immersion, reflection, failure: Teaching graduate students to teach writing online. Technical Communication Quarterly, 26(3), 242–255. doi:10.1080/10572252.2017.1339524

Grover, S. D. (contributor). (2017). The Bedford bibliography of research in online writing instruction. H. Harris (Ed.). Bedford/St. Martin's.

Grover, S. D. (2008). Bridges of friendship: The Richard L. Evans Chair for Religious Understanding. The Religious Educator, 9(2), 61–72.

Creative Writing

Grover, S. D. (2011). Mixed blessings. Euphony, 11(1), 24–32.

Grover, S. D. (2010). The missionary. Irreantum, 12(1), 93–114. Eugene England Personal Essay Contest honorable mention

Grover, S. D. (2010). Sing, dear gemini. Black and White, 3.

Grover, S. D. (2009). On trembling. Artful Dodge, 48/49. AWP Intro Journal Award winner

Grover, S. D. (2008). Second coming. JuiceBox, 2.

Grover, S. D. (2007). Name. Inscape, 26(1).

Grover, S. D. (2007). Fair exchange. Insight: BYU Honors Magazine.


Grover, S. D. (in press). The journalism continuum. In Inspiring change: Advanced writing and research, Brigham Young University–Idaho.

Madden, P. M., et al. (2007). Interview with Scott Russell Sanders. River Teeth, 9(1), 87–98.


Academic Conference Presentations

Grover, S. D. (2019, March). Good guys, not goblins: Teaching multiple documentation styles simultaneously for greater understanding. Presentation given at the Conference on College Composition and Communication Annual Convention, Pittsburgh, PA.

Grover, S. D. (2018, June). Ethos in Cook’s Illustrated. Presentation given at the Symposium on Applied Rhetoric, Provo, UT.

Grover, S. D. (2018, March). Current event coverage report: A synthesis assignment. Presentation given at the Conference on College Composition and Communication Annual Convention, Kansas City, MO.

Grover, S. D. (2018, January). At the crossroads: How we prepare graduate students to teach writing online. Paper presented at the Global Society of Online Literacy Educators Online Conference, online.

Grover, S. D. (2017, July). Preparing graduate students for excellence in the online classroom: A heuristic for augmenting existing teacher preparation. Paper presented at the Council of Writing Program Administrators Conference, Knoxville, TN.

Grover, S. D. (2016, April). How and how much? The need for online writing instruction preparation for graduate teaching assistants. Paper presented at the Conference on College Composition and Communication Annual Convention, Houston, TX.

Grover, S. D. (2014, May). Choose your own adventure: Agency as constitutive rhetorical vision in web 2.0. Paper presented at the Rhetoric Society of America Conference, San Antonio, TX.

Madden, P., Grover, S. D., Scott, A. L., Franklin, J., Moore, D. W., & Martone, M. (2010, October). NonfictionWow: An Audience-Participation Game Show. Symposium conducted at NonfictioNow, Iowa City, IA.

Grover, S. D. (2010, April). The long and short of it: The evolving shapes of creative nonfiction. Paper presented at the Association of Writers and Writing Programs Conference, Denver, CO.

Invited Talks

Grover, S. D., & Grover, E. N. (2019, February). “They seek him here, they seek him there—those Frenchies seek him everywhere": Superheroes, fops, and secret disguises in Baroness Orczy's The Scarlet Pimpernel. Public lecture given at Madison County Library, Rexburg, ID.

Grover, S. D. (2018, June). Current event coverage report: A synthesis assignment. Workshop given for BYU–Idaho English Department faculty.

Grover, S. D., Meeks, S., & Franklin, J. (2016, October). Understanding graduate school options in literature, rhetoric and composition, technical communication, and creative writing. Symposium conducted at the BYU–Idaho Pre-Professional Conference, Rexburg, ID.

Grover, S. D., & Grover, E. N. (2009, October). Former graduate student Q&A. Symposium conducted at the BYU–Idaho Pre-Professional Conference, Rexburg, ID.

Grover, S. D. (2008, December). Grad School Q&A. Invited talk given at Brigham Young University, Provo, UT.


English Department Faculty Reading Series, Brigham Young University-Idaho, 2018

Dogwood Bloom Reading Series, Ohio University, 2009

English Department Reading Series, Brigham Young University, 2007

Teaching Experience

Brigham Young University–Idaho

Adjunct: 2009–2010, 2015–present

Online Adjunct: 2010–2014

  • Foundations of English 101: Writing and Reasoning
  • Foundations of English 301: Advanced Writing and Critical Reading onsite and online
  • English 252: Fundamentals of Research and Presentation

Texas Tech University

Full-time Lecturer: 2010–2011

Graduate Part-time Instructor: 2012–2014

Online Adjunct: 2015–2017

  • English 1301: Essentials of College Rhetoric hybrid
  • English 1302: Advanced College Rhetoric hybrid
  • English 2311: Introduction to Technical Writing online

Ohio University

Graduate Teaching Assistant: 2007–2009

  • English 151: Writing and Rhetoric I
  • English 308J: Writing and Rhetoric II

Academic Service

Teaching Interests

Relevant Experience

, 2011–present

As a freelance technical editor, I've worked on some major projects including dissertations in accounting and linguistics, an NIH grant proposal, and a proposal for a $30M construction project to benefit a remote Alaskan community endangered by global warming. I'm currently working with a tabletop game company on ensuring the instructions and materials for their upcoming release are clear and correct. As a self-employed technical editor, I engage in the following activities:

  • I work with my clients to set clear expectations of the proposed work, timeline, and payment, agreed upon in a carefully worded editing agreement. I use the concept of levels of editing both to communicate with the client about what needs to be done and to save the client time and money.
  • I provide consistent updates of my progress and involve the client in editing decisions, and I compile a stylesheet for each job to ensure consistency and to save the client time on future projects.
  • I keep a detailed work record to show the client exactly what I'm doing and when.

In addition to the standard tasks of substantive editing, copyediting, and proofreading, I have taken on jobs that call for expertise in document design, so I have become skilled at Adobe InDesign and have developed as a typographer and visual designer.

, AP English and Composition Language Exam, 2010–present

Scoring AP Exam essays is an intense, week-long masterclass in holistic grading, assessment norming, and program administration. Five times over the last eight years I've attended the session and worked alongside hundreds of high school and university writing instructors to score hundreds of thousands of essays each cycle. In addition to becoming more familiar with large-scale assessment practices used in a key instrument for our field, I'm able to converse with my high school counterparts about their approaches to, frustrations about, and successes in teaching writing. Each year I leave exhausted but better prepared to help my own students develop as writers.

, Texas Tech University Writing Center, 2011–2012

During my doctoral program I spent several semesters working as a tutor at the University Writing Center (UWC). Under Kathy Gillis's leadership, the UWC specializes in working with EFL students, an important mission since TTU has been designated as a Hispanic-Serving Institution and attracts many international students to its petroleum engineering program, among others. As a tutor, I developed my skills working one-on-one with both undergraduate and graduate students and their writing — a great counterpoint to working collectively with students in a classroom. Additionally, I received training in and gained experience with online tutoring.

, Brevity: A Journal of Concise Literary Nonfiction, 2008–2009

As a master's student, I worked as the managing editor of Brevity: A Journal of Concise Literary Nonfiction, one of the best known literary magazines devoted to creative nonfiction. Founded by Dinty W. Moore, Brevity has weathered the turbulent literary publishing scene for nearly two decades. As managing editor, I oversaw the submission and acceptance process, and I also worked with accepted authors to hone their brief essays for publication. I also presented on my experience and insight as an editor at the 2010 AWP Conference in Denver.

, BYU Religious Studies Center, 2006–2007

As an undergraduate, I completed an internship with and then continued to work for the Religious Studies Center, the publishing arm of BYU's School of Religious Education, where I became familiar with scholarly editing, professional printing, and group editorial processes. I worked as part of a team of copy editors, typesetters, research assistants, and senior editors as we guided manuscripts from acceptance and review to fact-checking, editing for clarity, and proofreading and on through typesetting, galley-proofing, and publication. During my time with the RSC, I worked on monographs, anthologies, scholarly editions of historical texts, and an academic journal, The Religious Educator. I was even asked to research and write an article for the journal detailing the history of an endowed chair at the university, noted above under Publications.

(peer mentor), Brigham Young University, 2005–2007

The BYU Writing Fellows program promotes writing across the curriculum and writing in the disciplines by pairing peer mentors with students in courses that are typically not writing intensive and by working with the instructors of those courses to design better writing assignments and assessments. As a fellow, I peer mentored thirteen to sixteen students each semester on two major writing assignments each. For each assignment, that included written feedback to each student's first draft and a subsequent 20-minute face-to-face meeting to discuss further revisions. As a senior fellow, I also coordinated my team's interaction with the course instructor and worked closely with program administrators to fulfill the objectives of the program. Additionally, I researched and delivered presentations on peer mentoring-related topics during regular program workshops.

, BYU Student Association Concert Series, 2004–2006

As the concert series program manager for two years, I was responsible for overseeing the organization and production of two major on-campus concerts, each one a two-night event with multiple artists. I volunteered hundreds of hours of my time to ensure the success of the events by completing the following:

  • Each year, I recruited, trained, and coordinated a small team of assistant program managers who in turn were responsible for coordinating dozens of student volunteers leading up to and on the days of the events.
  • I worked with campus offices and officials to secure permissions, venues, and artist accommodations.
  • I personally liaised with the professional musicians and their agents, managing the negotiations and signing of their contracts.
  • With my assistant program manager for publicity, I oversaw campus-wide advertising campaigns that involved posters, flyers, and promotions.
  • I was personally responsible and had to account for the use of over $24,000 of school funds.

When I took on the position, the yearly concert was a one-off, but my team's goal was to prove that a concert series was financially and practically possible. In addition to planning our events, we kept detailed records and put in place protocols that would enable future organizers to save time and effort. We were successful in creating an ongoing concert series of several shows each year.

Concert Poster

, Boy Scouts of America, 1995

As a teenager I was involved with Boy Scouts and earned the rank of Eagle Scout. Over seven years of activity I performed hundreds of hours of service projects and took on various leadership positions. I also completed week-long specialized leadership training camps — Junior Leader Training Conference (JLTC) at the regional level and National Junior Leader Instructor Camp (NJLIC) at the national level — and later twice staffed my region's JLTC. As an adult I spend a year as an assistant scout master.

Honors and Awards

Professional Affiliations

Technology Expertise

Course Management Software

Blackboard, Moodle, Wordpress

Video Production

Techsmith Snagit, Techsmith Camtasia, Adobe Captivate

Online Class Meetings

Zoom, Skype, Adobe Connect, Blackboard Collaborate

Accessible Course Materials

Microsoft Office, Adobe Acrobat, Adobe InDesign

Accessible Website Design

HTML, CSS, PHP, WCAG 2.0, Bootstrap
Copyright © 2022 – Stephen David Grover