Pedagogue is sustained by the voices of others: teachers, students, writers, listeners, supporters, and contributors (listed by appearance): Mike Rose, Stephanie Vie, Steve Parks, Kyle Larson, Dana Comi, Nancy Sommers, Les Hutchinson Campos, Lisa King, Antonio Byrd, Jessica Nastal, Beverly J. Moss, Lori Ostergaard, Megan Von Bergen, Liz Miller, Mandy Olejnik, John Duffy, Asao B. Inoue, Chuck Bazerman, Sharon Mitchler, Chris M. Anson, Shawna Ross, Douglas Dowland, Anna Hensley, Brian Bailie, Staci M. Perryman-Clark, Emma Kostopolus, Jennifer Grouling, Candace Epps-Robertson, Vershawn Ashanti Young, Laura Gonzales, Paula Mathieu, Carolyn Calhoon-Dillahunt, Darin Jensen, Cruz Medina, Tara Wood, Iris D. Ruiz, Frankie Condon, Christina V. Cedillo, Jody Shipka, David F. Green, Jr., Howard Tinberg, Joanne Baird Giordano, Karen Keaton Jackson, Neal Lerner, Charles Woods, Deb Young, Jay Dolmage, Temptaous Mckoy, Cecilia Shelton, Holly Hassel, Alisa Russell, Beatrice Mendez Newman, Eunjeong Lee, and Rebecca S. Nowacek. o
Mike Rose has taught in a range of educational settings, from kindergarten to job training and adult literacy programs. He is currently a faculty member in the UCLA Graduate School of Education and Information Studies. He has written on language, literacy, and cognition and has received numerous awards. Rose is the author of eleven books, including Lives on the Boundary: The Struggles and Achievements of America's Educationally Underprepared.
Stephanie Vie is the department chair of the Department of Writing and Rhetoric (DWR) at the University of Central Florida. Her research interests include social media, video and computer games, and multimodal composition and pedagogy. She is the recipient of multiple awards for excellence in technology-rich teaching, research, and service.
Steve Parks is an associate professor of English at the University of Virginia. His research interests include community literacy, partnerships and organizing. He focuses on the ways in which the academy defines and relates to its surrounding communities, exploring what it might mean to draw the resources of the university into alignment with community-defined needs. He's also the editor for the Studies in Writing and Rhetoric series.
Kyle Larson is a PhD Candidate in Composition & Rhetoric at Miami University and a co-founder and -moderator of the nextGEN listserv. He researches counterpublic and social movement rhetorics. His publications include "Parasitic Publics" (forthcoming) in Rhetoric Society Quarterly, "Remonstrate Agitation as Feminist Counterpublic Rhetoric" in Peitho, and "The Subversive Remix Rhetoric of Saved by the bell hooks" in The Journal of Contemporary Rhetoric. You can follow him on Twitter: @Kyle_R_Larson
Dana Comi is a PhD student at the University of Kansas. Her research interests include Rhetorical Genre Studies (RGS), digital rhetoric, and technical communication, with a particular focus on community-centered design as social advocacy. She teaches first-year composition, technical communication, and a writing for engineers course. You can follow her on Twitter: @cat_comi
Nancy Sommers led the Harvard College Writing Program for twenty years, directing the first-year program, establishing the Harvard Writing Project, and leading a series of research studies about college writers. Sommers now teaches at the Harvard Graduate School of Education, where she leads writing workshops and mentors new writing instructors. She is the co-author of four writing textbooks, including A Writer's Reference and A Pocket Style Manual, and a prize-winning essayist for her personal essays and articles about teaching writing.
Dr. Les Hutchinson Campos, Chicanx with Yaqui descendecy, is an Assistant Professor of English at Boise State University in the Technical Communication program. They currently serve their department as the Teaching Assistant Mentor for the Master's of Arts: Technical Communication program, Coordinator of Curriculum, and Anti-Racist Student Support Consultant. Often, their classes integrate service learning partnerships with community organizations to create digital infrastructures that promote cultural sustainability and social justice. Their scholarly research brings together cultural and digital rhetorics, particularly with a focus on integrating Indigenous methods/ologies that addresses accessibility, online safety, and sovereignty. You can read their work in Computers & Composition, Kairos, Peitho, the Routledge Companion to Digital Writing and Rhetoric, Social Writing/Social Media, and the Journal of Multimodal Rhetorics.
Lisa King is an Associate Professor of English at the University of Tennessee. Her research and teaching interests include cultural rhetorics with an emphasis in contemporary Native American and Indigenous rhetorics, visual rhetorics, and material rhetorics. Her scholarship has appeared in journals such as JAC, Pedagogy, College Literature, Studies in American Indian Literatures, and American Indian Quarterly. She is co-editor of Survivance, Sovereignty, and Story: Teaching American Indian Rhetorics and author of Legible Sovereignties: Rhetoric, Representations, and Native American Museums.
Antonio Byrd is an Assistant Professor of English at the University of Missouri-Kansas City where he teaches courses in digital rhetoric, composition theory, and professional and technical writing. He researches how Black/African American adults access and learn new emerging digital literacies such as computer programming to promote social inclusion within their own communities.
Jessica Nastal is an associate professor and department chair at Prairie State College, where her teaching in Composition I & II influences her research in writing assessment, work on accreditation, and participation in statewide placement reform efforts. Her article, "Beyond Tradition," was published as part of a special issue dedicated to Writing Assessment, Placement, and the Two-Year College in the Journal of Writing Assessment. Jessica serves as Developmental Editor for the Journal of Writing Analytics and is happy to chat with you on Twitter: @jlnastal
Beverly J. Moss is an associate professor of English at The Ohio State University where she specializes in composition and literacy studies. Her scholarly interests include examining literacy in African American community spaces, composition theory and pedagogy and writing center theory and practice. Moss has served on the editorial boards of the College Composition and Communication journal and the Studies in Writing and Rhetoric book series.
Lori Ostergaard is Professor and the Chair of the Department of Writing and Rhetoric at Oakland University, and the editor of WPA: Writing Program Administration. Her archival research examines the history of composition-rhetoric at Midwestern normal schools and high schools. She focuses primarily on the research theories and practices of educators working during the first three decades of the 20th century. Lori's research has appeared in numerous journals including College English, Rhetoric Review, Composition Studies, and Composition Forum.
Megan Von Bergen is currently a doctoral student in Rhetoric, Writing, and Linguistics at the University of Tennessee-Knoxville. Prior to beginning her studies, she taught first-year writing and served as de facto WPA for seven years at a small college in the Midwest. Her core research interests include writing pedagogy, religious rhetorics, and digital rhetorics. Outside of her studies, she enjoys running and reading science fiction.
Liz Miller (she/her/hers) is a PhD student in Rhetoric, Composition, and Literacy at Ohio State. Her current research delves into care networks among graduate students, particularly focusing on mental health strategies for surviving in a disabling institution. She is also the graduate research associate for the Building Healthcare Collectives project, an interdisciplinary collaboration that seeks to foster work at the intersections of medicine, rhetoric, and disability studies.
Mandy Olejnik is a doctoral student in Composition and Rhetoric at Miami University of Ohio. She teaches professional writing courses in the English department and works as a graduate assistant director in the writing across the curriculum (WAC) program at the Howe Center for Writing Excellence (HCWE). Her research interests include graduate student pedagogy and support, learning transfer, and threshold concept theory. Her work has appeared in WPA: Writing Program Administration and she has forthcoming work in Transformative Works and Cultures. You can follow her on Twitter: @MandyRhae
John Duffy is a professor of English at the University of Notre Dame. John has published on the ethics of writing, the rhetoric of disability, and the historical development of literacy in cross-cultural contexts. In his most recent book, Provocations of Virtue: Rhetoric, Ethics, and the Teaching of Writing, he examines the ethical dimensions of teaching writing in a post-truth world. John is co-editor of Literacy, Economy, and Power, and his book Writing from These Roots, was awarded the 2009 Outstanding Book Award by the Conference on College Composition and Communication.
Asao B. Inoue is a professor and the associate dean of the College of Integrative Sciences and Arts at Arizona State University. His research focuses on antiracist and social justice theory and practices in writing assessments. He is the 2019 Chair of the Conference on College Composition and Communication, and has been a past member of the CCCC Executive Committee, and the Executive Board of the Council of Writing Program Administrators. Among his many articles and chapters on writing assessment, race, and racism, his article, “Theorizing Failure in U.S. Writing Assessments” in Research in the Teaching of English, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, "Race and Writing Assessment" (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, "Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future" (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. He also has published a co-edited collection, Writing Assessment, Social Justice, and The Advancement of Opportunity (2018), and a book, "Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom" (2019).
Chuck Bazerman is a Distinguished Professor at the UC Santa Barbara Gevirtz Graduate School of Education. His research interests are in the practice and teaching of writing, understood in a socio-historic context. Using socially based theories of genre, activity system, interaction, intertextuality, and cognitive development, he investigates the history of scientific writing, other forms of writing used in advancing technological projects, and the relation of writing to the development of disciplines of knowledge. His Handbook of Research on Writing: Society, School, Individual, Text won the 2009 Conference on College Composition and Communication Outstanding Book Award. His other work includes Reference Guides to Rhetoric and Composition: Writing Across the Curriculum and Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science.
Sharon Mitchler is a professor of English and Humanities at Centralia College. She has been in the classroom over 30 years, initially as a high school teacher. Later, she moved to community college classrooms, where she has taught for the last twenty four years. She currently teaches composition, literature, humanities surveys, film, and ethics. Her current research focuses on Teaching for Transfer. She presents regularly at TYCA regional conferences, The Washington Community College Association conference, the National TYCA conference and 4Cs. Her publications have appeared in Teaching English in the Two-Year College. She is a former national chair of the Two-Year College English Association (TYCA). You can follow her on Twitter: @traveling2008
Chris Anson is Distinguished University Professor at North Carolina State University, where he provides faculty development and departmental consulting to nine of the University’s colleges as director of the Campus Writing and Speaking Program. His research interests include writing across and in the disciplines, response to student writing, writing to learn, writing program administration, peer review, and the social construction of error. He has (co)published 17 books and 130 articles and book chapters on writing-related scholarship, and has given over 700 conference papers, keynote addresses, and invited lectures and faculty workshops across the U.S. and in 33 other countries. He has received numerous awards and has been a PI or co-PI on grants totaling over $2 million. His full c.v. is located at www.ansonica.net
Shawna Ross is assistant professor of British literature and the digital humanities at Texas A&M University. Her cowritten publications include Humans at Work in the Digital Age, Using Digital Humanities in the Classroom, and Reading Modernism with Machines. Her work may be seen in Digital Humanities Quarterly, Pedagogy, the Journal of Interactive Pedagogy, and other venues.
Douglas Dowland is associate professor of English at Ohio Northern University, where he was named 2018 Professor of the Year. His book, Weak Nationalisms: Affect and Nonfiction in Postwar America, was published last year by the University of Nebraska Press. His essays on the resentments and generosities of academic life have appeared in the Chronicle of Higher Education, Times Higher Education, and Inside Higher Ed.
Anna Hensley is an Assistant Professor of English at The University of Cincinnati, Blue Ash College where she teaches First-Year and Intermediate Composition courses. Lately, she’s been writing about the rhetoric of craft and craftivism, experimenting with using podcasts in the writing classroom, and working hard to be the best writing teacher she can be for her students.
Staci Perryman-Clark is associate professor of English and Gender and Women’s Studies at Western Michigan University. Her book (2013) Afrocentric Teacher-Research: Rethinking Appropriateness and Inclusion, is a qualitative empirically-based teacher-research study that examines the ways in which African American students and all students perform expository writing tasks using an Ebonics-based Rhetoric and Composition focused first-year writing curriculum. As such, her work focuses on creating culturally-relevant pedagogies and curricular designs to support all students' expository writing practices. She most recently co-edited (2019) (with Collin Craig) Black Perspectives in Writing Program Administration: From the Margins to the Center published by NCTE/CCCC SWR.
Emma Kostopolus is a PhD student at the University of Kansas. Her research interests include games and play in the classroom, multimodal composition pedagogy, and the rhetoric and language of video games. She teaches increasingly weird sections of first-year composition. You can follow her on Twitter (@kostopolus) or on her blog, Nerd Salad: https://nerdsaladblog.wordpress.com.
Jennifer Grouling is an Associate Professor and Director of the Writing Program at Ball State University. She studies writing assessment, teacher preparation, and other aspects of WPA life. Her current project examines the writing assessment and the influence of the AAC&U VALUE rubric for Written Communication at two small colleges. She also writes about tabletop role-playing games, including the book The Creation of Narrative in Tabletop Role-Playing Games and an upcoming edited collection about technology and role-playing.
Dr. Candace Epps-Robertson is Assistant Professor of English in the Department of English and Comparative Literature at the University of North Carolina at Chapel Hill. She earned her PhD in Composition and Cultural Rhetoric from Syracuse University. Her research examines the ways in which rhetorical educations prepare marginalized groups for participation in the public sphere. Her first book, Resisting Brown: Race, Literacy, and Citizenship in the Heart of Virginia, received the 2019 Conference on Community Writing Book Award. She is currently working on two new projects. The first examines the implications of the relationship between BTS and ARMY as a model of critical pedagogy for global citizenship. Her second project examines the connections between affect, BTS content, social justice, and resistance.
Vershawn Ashanti Young, who goes by dr. vay, is the current Chair of CCCC (Conference on College Composition and Communication), the largest academic organization dedicated to the teaching of college language, literacy and rhetoric. He is a scholar within the disciplines of performance studies, communication, writing, gender, and African American Studies. He is perhaps best known for his scholarship on the concept of codemeshing, where he advances that writers and speakers should use their home linguistic backgrounds to communicate, particularly in high stakes communication situations. dr. vay has authoured or co-authored 9 books. He is currently a professor in the departments of Drama and Speech Communication and English Language and Literature at the University of Waterloo, Ontario Canada.
Laura Gonzales is an Assistant Professor of Digital Writing and Cultural Rhetorics in the English Department at the University of Florida. Her research intersects language diversity, technical communication, and community engagement. She is the author of Sites of Translation: What Multilinguals Can Teach Us About Digital Writing and Rhetoric, which was awarded the 2016 Digital Rhetoric Collaborative Book Prize and the 2020 CCCC Advancement of Knowledge Award.
Paula Mathieu is a writer and teacher. She works at Boston College where she is Associate Professor of English and Director of First-Year Writing. She teaches courses in writing as social action, first-year writing, mindful storytelling, creative nonfiction, and rhetoric. She wrote Tactics of Hope: The Public Turn in English Composition and co-edited three essay collections, including Circulating Communities: The Tactics and Strategies of Community Publishing co-edited with Tiffany Rousculp and Steve Parks. With Diana George, she writes about rhetorical powers of the dissident press. She also writes about intersections between writing and contemplative practice.
Carolyn Calhoon-Dillahunt teaches English, primarily developmental and first-year writing, at Yakima Valley College in Washington State. Carolyn has been teaching at the community college for more than two decades. Prior to that, she taught middle school and high school. At YVC, Carolyn is actively involved in her campus's equity initiatives. Her teaching and scholarly interests focus primarily on developmental and first-year writing and placement and assessment. Carolyn has served as TYCA Chair and CCCC Chair and has published pieces in TETYC, CCCC, and CWPA, among others.
Darin Jensen is an English instructor at Des Moines Area Community College in Iowa. He is co-founder and editor of the Teacher-Scholar-Activist blog. His research and teaching concentrate on first-year and developmental writing, critical pedagogies and literacies, and professional issues in the two-year college. In 2020, he co-edited an issue of the Basic Writing e-journal with Emily Suh. His writing appears in chapters, reviews, and journal articles in TETYC, College English, Pedagogy, Composition Studies, the Journal of Developmental Education, the WPA Journal among others.
Cruz Medina is assistant professor of rhetoric and composition at Santa Clara University, where he teaches courses on writing and Latinx rhetoric. He is the 2018-2020 co-chair of the NCTE/CCCC Latinx caucus and has taught courses for the Bread Loaf School of English since 2016. He co-edited a digital collection called Racial Shorthand: Coded Discrimination Contested in Social Media (CCDP 2018) https://ccdigitalpress.org/book/shorthand/.
Tara Wood is an assistant professor of English and writing program administrator at the University of Northern Colorado where she teaches courses in rhetoric, composition, and pedagogy. Her research focuses on disability, accessibility, and inclusive writing pedagogies. She is the current co-chair of the Committee on Disability Issues in College Composition (NCTE/CCCC).
Dr. Iris D. Ruiz is a Continuing Lecturer for the UC Merced Merritt Writing Program and a Lecturer with the Sonoma State University Chicano/Latino Studies Program. Her current publications are her monograph, Reclaiming Composition for Chicano/as and other Ethnic Minorities: A Critical History and Pedagogy, and a co-edited collection, Decolonizing Rhetoric and Composition Studies: New Latinx Keywords for Theory and Pedagogy, in which she also contributed a chapter on the keyword “Race.” She's also written several articles and chapters for edited collections. Her 2017 coauthored article deals with race and WPA history, and was published in the CWPA Journal and received the 2019 Kenneth Bruffee award. This work is also currently contracted with Parlor Press for a forthcoming book. Her most current work centers upon decolonizing curricula, academic space, public space, and disciplinarity. She is currently writing about decolonizing writing conventions by delving into a Nepantla space. Lastly, she has recently launched a podcast, which is a collaboration between Spark Writing and Working for Change Series and scholars in Rhetoric and Writing in an effort to create resilient strategies.
Frankie Condon is an Associate Professor in the Department of English Language and Literature at the University of Waterloo. Her books include I Hope I Join the Band: Narrative, Affiliation, and Antiracist Rhetoric; Performing Anti-Racist Pedagogy in Rhetoric, Writing and Communication, co-edited with Vershawn Ashanti Young; and The Everyday Writing Center: A Community of Practice, co-authored with Michele Eodice, Elizabeth Boquet, Anne Ellen Geller and Margaret Carroll. Most recently, Frankie has been the recipient of the Federation of Students Excellence in Undergraduate Teaching Award (Ontario Undergraduate Student Alliance) and the Outstanding Performance Award (for excellence in teaching and scholarship) from the University of Waterloo. Frankie is a member of the newly formed APTLY OUTSPOKEN! Collective. The collective is composed of anti-racist, cross-racial allies/accomplices who are disgusted and saddened by the senseless killing of Mr. George Floyd (1973-2020), another Black man, by police. APTLY OUTSPOKEN! is committed to using speech communication and writing to intervene into the daily and oppressive treatment of living black bodies in the USA and Canada. The Collective is mostly --but not only--a group of academics, PhD type folk, who teach and research in the areas of American studies, Canadian history, education, language, law, performance, theatre, and more. Currently APTLY OUTSPOKEN! is hosting a webinar series. More can be learned about the group and that series here: https://sites.google.com/view/aptlyoutspoken/home?authuser=0
Christina V. Cedillo is Assistant Professor of Writing and Rhetoric at the University of Houston-Clear Lake. Her research examines embodied rhetorics and rhetorics of embodiment in the intersections of race, gender, and disability, and highlights these issues in the creation of critical inclusive pedagogies. Drawing on critical race theory, disability rhetorics, and decolonial theories, her work highlights Latinx, disabled, and undocumented activism and other rhetorical praxes in response to historical and contemporary rhetorics of dehumanization. Her work has appeared in College Composition & Communication, RSQ, Composition Forum, and other journals and edited collections. She is also co-founder and lead editor of the Journal of Multimodal Rhetorics, an online, open-access venue dedicated to the study of multimodality, particularly among marginalized communities and in commonplace contexts.
Jody Shipka is an Associate Professor of English at University of Maryland, Baltimore County where she teaches courses in the Communication and Technology Track. She is the author of Toward a Composition Made Whole and the recipient of the 2018 Computers and Composition Charles Moran Award for Distinguished Contributions to the Field. Her work has appeared in College Composition and Communication, College English, Computers and Composition, Composition Studies, Enculturation, Itineration, Kairos, Text and Talk, and a number of edited collections, including: First-Year Composition: From Theory to Practice; Provocations: Reconstructing the Archive; Assembling Composition; Explanation Points: Publishing in Rhetoric and Composition, and Exquisite Corpse: Studio-Art Based Writing in the Academy.
David F. Green, Jr. is Director of the Writing Program and Associate Professor of English at Howard University. He remains committed to serving historically underrepresented students and theorizing rhetoric and composition practice with an emphasis on race and difference. Dr. Green is also the editor of Visions and Cyphers, a writing studies textbook composed with an emphasis on culture and racialized language research in composition studies. He has published several articles on race, writing, assessment, and critical language use, in such journals as College English, Understanding and Dismantling Privilege, Changing English, and Compositions Studies. In 2018 he served as program chair for the Teaching Composition and Rhetoric at Historically Black Colleges and Universities symposium. His research interests include Hip Hop, African American rhetoric, Writing Program Administration, and Emancipatory Composition studies. He is currently the secretary for the Conference on College Composition and Communication, and is working on a book project entitled Raising Game: Notes on Hip Hop and Emancipatory Composition.
Howard Tinberg, professor of English at Bristol Community College, Mass., is the author of Border Talk: Writing and Knowing in the Two-Year College and Writing with Consequence: What Writing Does in the Disciplines. He is co-author of The Community College Writer: Exceeding Expectations, and Teaching, Learning and the Holocaust: An Integrative Approach. He is co-editor of Deep Reading: Teaching Reading in the Writing Classroom, What is “College-Level” Writing? And What is “College-Level” Writing? Vol 2. He is a former editor of TETYC and CCCC Chair.
Joanne Baird Giordano teaches at Salt Lake Community College. She previously coordinated the developmental reading, writing, and ESL program for the University of Wisconsin System’s two-year colleges. Her work on two-year college writers and teaching at open-access institutions has appeared in College English, CCC, Teaching English in the Two-Year College, Pedagogy, the Journal of Writing Assessment, and edited collections. Her professional service includes chairing the TYCA National Conference; chairing the TYCA task force on reading; serving on the CCC editorial board; and doing research and writing for TYCA task forces on workload, placement, and developmental education reforms.
A native of Detroit, Michigan, Dr. Karen Keaton Jackson began her academic career at Hampton University in Virginia, earning a Bachelor of Science in English Secondary Education with Summa Cum Laude distinction. She went on to receive her Master’s and Ph.D. in English Composition from Wayne State University in 2004. While pursuing her Ph.D., she was awarded a pre-doctoral fellowship at LeMoyne College in Syracuse, New York where she taught courses on multicultural literacy. In May 2015, she received a University of North Carolina Board of Governors Award for Teaching Excellence. She continues to research how literacy, race, and identity are linked for students of color and also how writing center tutorials can impact student retention and success, particularly at HBCUs. Currently, she is a Professor of English and Director of the University Honors Program at North Carolina Central University.
Neal Lerner is a Professor and Chair of the English Department at Northeastern University, teaching undergraduate and graduate courses in writing and the teaching of writing. He has held the departmental roles of Writing Center Director, Writing Program Director, Director of Writing in the Disciplines, and Co-Director of the Undergraduate Program in English. Lerner is the author of over 40 peer-reviewed articles and book chapters on the history, theory, and practice of learning and teaching writing, and is a five-time recipient of the International Writing Centers Association Outstanding Scholarship Award. His book The Idea of a Writing Laboratory won the 2011 NCTE David H. Russell Award for Distinguished Research in the Teaching of English. His is also the co-author of Learning to Communicate as a Scientist and Engineer: Case Studies from MIT, winner of the 2012 CCCC Advancement of Knowledge Award, and co-author of The Longman Guide to Peer Tutoring, 2nd ed. With Michele Eodice and Anne Ellen Geller, he is the co-author of The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education (University of Utah University Press, 2016). His latest book, Reformers, Teachers, Writers: Curricular and Pedagogical Inquiries (University of Utah University Press, 2020) takes up the distinction between curriculum and pedagogy in writing studies and argues that the field needs to embrace co-constructing curriculum with our students.
Charles Woods is a Ph.D. Candidate at Illinois State University. His dissertation examines digital rhetorical privacy by interrogating how genealogy databases are repurposed as a surveillance apparatus by law enforcement. In 2018, he established The Big Rhetorical Podcast to discuss current topics and scholarship, to highlight the work of graduate students, and to promote upcoming conferences and publications relevant to rhetoric, composition, and technical communication. Look for his upcoming work in Computers & Composition and Writing Spaces and listen to his podcast today: https://anchor.fm/the-big-rhetorical.
Deb Dimond Young teaches first-year integrated communication and writing at the University of Northern Iowa and is currently working on a PhD in rhetoric and professional communication at Iowa State University. Her research interests include composition pedagogy, service-learning, and feminist rhetoric. Deb also has a nerdy interest in the pedagogical possibilities of fandom podcasts and an abiding love of really old cookbooks. You can follow her on Twitter @debdimondyoung.
Jay Dolmage is committed to disability rights in his scholarship, service, and teaching. His work brings together rhetoric, writing, disability studies, and critical pedagogy. His first book, entitled Disability Rhetoric, was published with Syracuse University Press in 2014. Academic Ableism: Disability and Higher Education was published with Michigan University Press in 2017 and is available in an open-access version online. Disabled Upon Arrival: Eugenics, Immigration, and the Construction of Race and Disability was published in 2018 with Ohio State University Press. He's the Founding Editor of the Canadian Journal of Disability Studies.
Temptaous Mckoy, from Spring Lake, North Carolina, is an Assistant Professor of English with a focus in Technical and Professional Communication, as well as the Co-coordinator of Graduate Studies in the Department of Language, Literature, and Cultural Studies at Bowie State University. Her research focuses on redefining the field of TPC and challenging it to be more inclusive of the (in)formal communicative and learning practices as found in Black communities, such as HBCUs. She is an HBCU alum (Elizabeth City State Univ.) and also a member of Sigma Gamma Rho Sorority, Inc. She obtained her BA in English from Elizabeth City State University ('13); her MA in Professional Communication and Leadership ('15) from Armstrong State University (Now GA Southern at Armstrong); and her PhD in Rhetoric, Writing, and Professional Communication from East Carolina University ('19). Finally, she is the Associate Editor of the Peitho Journal, where she aims to prioritize new titles for review that are published by historically marginalized scholars to leverage Peitho’s platform to take tangible steps toward a more inclusive field of scholarship in the feminist history of rhetoric and composition. Specifically, she believes book reviews can amplify the contributions of historically marginalized scholars in important and impactful ways.
Cecilia D. Shelton is an Assistant Professor of English at the University of Maryland, College Park. She is a technical and professional communication scholar whose work is situated at the intersections of digital and cultural rhetorics. In 2019, she earned her doctorate in Rhetoric, Writing, and Professional Communication from East Carolina University. Drawing on Black feminist theory and praxis, her research prioritizes the perspectives, goals, and experiences of Black people (and other communities structured into the margins) as a way to insist on more equitable solutions to contemporary social, political, and organizational problems. Her dissertation work argues that Black activism (and the Black rhetorical tradition in general) is a kind of technical communication and offers a methodology that enables a cultural rhetorical framing of technical and professional communication.
Alisa Russell is an Assistant Professor of English in the Writing Program at Wake Forest University. Her areas of interest include rhetorical genre studies, public writing, and writing across the curriculum, and her research focuses on increasing community access through writing and writing innovations. Alisa's work has appeared in journals including Composition Forum, The WAC Journal, and The Clearing House, and she currently serves on the Executive Committee of the Association for Writing across the Curriculum.
Dr. Beatrice Mendez Newman is Professor in rhet/comp at The University of Texas Rio Grande Valley, situated right on the U.S.-Mexico border. UTRGV is one of the largest Hispanic Serving Institutions in the U.S. (approximately 87% Hispanic enrollment), so it is a perfect place to explore translingual dexterity as students shape their academic presence around their cultural and linguistic expertise. Beatrice has written several articles and chapters on translingualism, most recently in the SUNY collection Bordered Writers: Latinx Identities and Literacy Practices at Hispanic-Serving Institutions (2019). Her forthcoming article in The English Journal (November 2020) celebrates the way translingual writers develop their voice and share their stories in online writing environments. Additionally, she has completed a study guide for ESL certification in Texas to be available this fall from REA (Research & Education Association). Beatrice’s current research looks at how online learning spaces impact expression, voice, and writing agency for translingual writers. Beatrice regularly teaches first year writing classes and advanced and graduate rhet/comp courses. And she is a prolific participant in numerous NCTE venues including the NCTE National Achievement Awards in Writing, reviews for CAEP program certification, and The English Journal Editorial Review Board. She can be contacted at firstname.lastname@example.org or email@example.com.
Eunjeong Lee is an Assistant Professor of Linguistics and Rhetoric and Composition at University of Houston. Her research centers around literacy practices of multilingual writers, the politics of language, language ideologies and equity issues in teaching of literacy and literacy teacher education, and decolonial language and literacy education. Her work has appeared in Composition Forum, Journal of Language, Identity, and Education, World Englishes, and Journal of Multicultural Discourses, and in edited collections such as Crossing Divides and Translinguistics.
Rebecca S. Nowacek is a Professor of English at Marquette University, where she co-directs the Ott Memorial Writing Center. She is the author of Agents of Integration: Understanding Transfer as a Rhetorical Act, and her work has also appeared in CCC, College English, and RTE. Her chapter in Naming What We Know, co-authored with Brad Hughes, received the IWCA Outstanding Article award. Rebecca was a Carnegie Scholar with the Carnegie Academy for the Scholarship of Teaching and Learning, and a recipient of Marquette's Gettel Faculty Award for Teaching Excellence.