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.
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.
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).
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.
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.
Chris Thaiss is Professor Emeritus of Writing Studies at the University of California, Davis, where he served as first permanent director of the independent University Writing Program and chair of the PhD designated emphasis in Writing, Rhetoric, and Composition Studies. He has also directed the Davis Center for Excellence in Teaching and Learning and coordinated the cross-disciplinary First-Year Seminar Program. Thaiss’s undergraduate teaching has focused on writing in STEM, while doctoral courses include writing pedagogy, research history and methods, and program administration. Active in developing WAC in colleges and universities since 1978, Thaiss coordinated the International Network of WAC Programs from 2005 to 2015. He is a member of the International Collaborations committee of the Association for Writing Across the Curriculum and serves on the editorial boards of the WAC Clearinghouse and Writing Spaces. Until 2006, he taught at George Mason University, where he directed the composition and WAC programs and the university writing center. He also served as chair of the English Department. In 2005, Thaiss received the University’s David King Award for career contributions to teaching excellence. Thaiss has written, co-written, or edited fourteen books.
Dev K. Bose (he/him) is an assistant professor and writing program administrator at the University of Arizona where he teaches courses in rhetoric, composition, and pedagogy. His research focuses on disability and digital composition, especially privilege and access pertaining to technology and rhetorical conceptions of (in)visible disabilities. He was twice awarded the Conference on College Composition and Communication Disability in College Composition Travel Award, and is currently working on a second edition of Disability and the Teaching of Writing: A Critical Sourcebook (originally in 2007 by Bedford St. Martin).
J. Michael Rifenburg, associate professor of English at the University of North Georgia, USA, serves as co-director of first-year composition and senior faculty fellow for scholarly writing with UNG’s Center for Teaching, Learning, and Leadership. He authored The Embodied Playbook: Writing Practices of Student-Athletes (Utah State University Press, 2018) and co-edited Contemporary Perspectives on Cognition and Writing (WAC Clearinghouse, 2017). His next book, Drilled to Write: A Longitudinal Study of a Cadet at a Senior Military College, is currently under contract.
Melvin Beavers is the First-Year Writing Director in the Department of Rhetoric and Writing at the University of Arkansas at Little Rock. His research interests involve writing program administration, composition pedagogy, rhetoric, and popular culture studies. He teaches first-year writing and a variety of upper-level courses, that include composition theory, online writing instruction, persuasive writing, and research methods. Additionally, he has presented research at several national conferences, including conferences for the Council of Writing Program Administrators and the Association of Rhetoric and Writing Studies.
Kristin Prins is an Assistant Professor in rhetoric and composition at Cal Poly Pomona. She helped to open CPP’s library Maker Studio in fall 2019 and coordinates the campus’ first-year writing program. Her research and teaching span DIY/craft and multimodal rhetoric and composing, feminist and activist rhetorics, and writing pedagogy and program administration. Her work has appeared in Kairos, Harlot, the Digital Rhetoric Collaborative, and edited collections.
Jason Luther’s research focuses on multimodal (counter)publics and DIY participatory media. His work has most recently appeared in Community Literacy Journal, SoundEffects, and the Digital Rhetoric Collaborative. He is Assistant Professor of Writing Arts at Rowan University where he teaches about self-publishing, digital and multimodal composition, rhetorical theory, and sound writing. Luther is also the co-founder of Syracuse in Print and is currently a public scholar for the New Jersey Council for the Humanities.
Jacob Babb is Associate Professor of English at Indiana University Southeast. He is co-editor of WPA: Writing Program Administration. He publishes on composition theory and pedagogy, writing program administration, and rhetoric. He has published articles in Composition Forum, Composition Studies, Harlot, and WPA: Writing Program Administration and chapters in several edited collections. He is the co-editor of WPAs in Transition: Navigating Educational Leadership Positions (Utah State UP, 2018) and The Things We Carry: Strategies for Recognizing and Negotiating Emotional Labor in Writing Program Administration (Utah State UP, 2020).
Harry Denny is Associate Professor of English and Director of the Writing Lab at Purdue University. His scholarship focuses on writing center theory and practice, cultural studies and research methods. Harry is the author of Facing the Center: Towards and Identity Politics of One-to-one Mentoring, a co-editor (with Anna Sicari, Rob Mundy, Lila Naydan, and Richard Severe) of Out in the Center: Public Controversies, Private Struggles (both with Utah State University Press), and co-author (with Robert Mundy) of the forthcoming Gender, Sexuality and the Cultural Politics of Men’s Identity in the New Millennium: Literacies of Masculinity (Routledge). He is also at work on a new project about the rhetoric of contemporary civil rights debates.
Cody Hoover is an English Instructor at Clovis Community College, in Fresno, CA, where he’s taught full time since 2019. Cody’s work in his MA (Fresno State) and half-PhD (University of California, Riverside) was primarily in 19th-Century Studies. Though, now, he focuses on composition and rhetoric since making the move to community college in 2017. Cody’s presented at the Conference on College Composition and Communication and various Victorian conferences over the years.
Suresh Canagarajah is the Edwin Erle Sparks Professor of English, Applied Linguistics, and Asian Studies at Pennsylvania State University. He teaches courses in rhet/comp for English Department, and in sociolinguistics for the Applied Linguistics Department. Suresh comes from the Tamil-speaking northern region of Sri Lanka. He taught earlier in the University of Jaffna, Sri Lanka. His recent book Transnational Literacy Autobiographies as Translingual Writing (Routledge, 2020) combines the narrative writing of students in his courses and his own narrative on developing his teaching and writing through these classroom interactions. Suresh also serves in the Pennsylvania Governor's State Law Enforcement Advisory Commission.
Linda Adler-Kassner is Professor of Writing, Faculty Director of the Center for Innovative Teaching, Research, and Learning (CITRAL), and Associate Dean of Undergraduate Education at University of California Santa Barbara. For more than 30 years, she’s focused how different people define and act on ideas about “good writing” and “good writers,” and on advocating for writing, writers, and learning. She’s taught first year writing, writing and civic engagement, and graduate courses focusing on these issues. As a longtime writing program administrator, these issues were front and center in her WPA work; they now are front and center in work she does with faculty from all disciplines on equitable and inclusive teaching. Adler-Kassner is author, co-author, or co-editor of 11 books and many articles and book chapters, including The Activist WPA, which was awarded the CWPA Best Book Award; Naming What We Know: Threshold Concepts of Writing Studies, awarded the CWPA Distinguished Contribution to the Discipline award; and ReConsidering What We Know: Learning Thresholds in Writing, Rhetoric, and Literacy. Her most recent article, “Designing for ‘More’: Writing’s Knowledge and Epistemologically Inclusive Teaching” appeared in the Fall 2020 issue of WAC Journal.
Bryna Siegel Finer is Professor of English and Director of Writing Across the Curriculum at Indiana University of Pennsylvania. Her scholarship focuses on the rhetoric of health and medicine, basic writing, and first-year composition. Bryna is the co-editor of two collections, Women’s Health Advocacy: Rhetorical Ingenuity in the 21st Century (with Jamie White-Farnham and Cathryn Molloy) from Routledge, and Writing Program Architecture: Thirty Cases for Reference and Research (with Jamie White-Farnham) from Utah State University Press. Her work has also appeared in TETYC, Rhetoric Review, JWA, and elsewhere. She is at work on a new project on rhetorics of support for breast cancer patients.
Elizabeth Wardle is Roger & Joyce Howe Distinguished Professor of Written Communication and Director of the Roger and Joyce Howe Center for Writing Excellence (HCWE) at Miami University (OH). She is co-author/co-editor of Writing about Writing, Naming What We Know, (re)Considering What We Know, and Composition, Rhetoric, and Disciplinarity. Her scholarship includes writing program administration, faculty development, curriculum design, and leadership and change, among other interests. She also edits the Writing Research, Pedagogy, and Policy Book Series for Southern Illinois University Press the Retrospectives section of Composition Forum.
Todd Ruecker is Associate Professor of Rhetoric and Composition and Director of Core Writing at the University of Nevada, Reno. He has taught a variety of courses including first-year composition, professional/technical writing, cross-cultural communication, and the politics of writing instruction. His work regularly crosses disciplinary boundaries and he has published extensively on the transitions of Latinx writers from high school to college. He has received a variety of awards and grants, such as a Fulbright Scholar Grant and a NAED/Spencer Postdoctoral Fellowship and has published articles in respected composition, education, and applied linguistics journals, including TESOL Quarterly, College Composition and Communication, Journal of Hispanic Higher Education, Critical Inquiry in Language Studies, and Writing Program Administration. He is the co-editor of the Journal of Second Language Writing, and has published a monograph and four edited collections.
Steven J. Corbett is Director of the University Writing Center and Associate Professor of English at Texas A&M University, Kingsville. He is the author of Beyond Dichotomy: Synergizing Writing Center and Classroom Pedagogies (2015), and co-editor (with Michelle LaFrance and Teagan E. Decker) of Peer Pressure, Peer Power: Theory and Practice in Peer Review and Response for the Writing Classroom (2014), (with Michelle LaFrance) Student Peer Review and Response: A Critical Sourcebook (2018), and (with Jennifer Lin LeMesurier, Teagan E. Decker, and Betsy Cooper) Writing in and about the Performing and Visual Arts: Creating, Performing, and Teaching (2019). His articles on writing and rhetoric pedagogy have appeared in a variety of journals, periodicals, and collections.
Alexandria Lockett is an Assistant Professor of English at Spelman College in Atlanta, Georgia. She deeply enjoys serving the oldest historically Black college for women and is committed to teaching and learning about the creative, economic, and emotional challenges to thriving and surviving in the 21st century. At Spelman, her primary goals are to strengthen Spelman’s writing cultures by increasing the visibility and impact of public and professional writing at HBCUs. Thus, she has occupied three major leadership roles affiliated with Spelman’s Comprehensive Writing Program (CWP), which include serving as chair of the First-Year Writing committee (2014-2016), co-chair of the Writing-Intensive initiative (2016-2018), as well as serving on the Writing-Intensive Checklist Committee (2016-present) and the SpelFolio Assessment Jury (2014-present). Her work has appeared in Composition Studies, Enculturation, and Praxis, as well as in several chapters in edited collections.
Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University, where he works closely with doctoral students specializing in second language writing from various disciplinary perspectives. Paul is Founding Chair of the Symposium on Second Language Writing and Series Editor of the Parlor Press Series on Second Language Writing. He has published widely on various topics on language, writing and professional development in applied linguistics, rhetoric and composition and TESOL, and has received a number of prestigious awards for his publications. He has been invited to present keynote talks as well as lectures and workshops in various countries and regions across the world.
Virginia (Ginny) Crisco is a professor at California State University-Fresno where she teaches literacy and composition pedagogy and where she Co-Directs the first-year writing program. Her research interests focus on the intersections of literacy and rhetoric as they manifest in the practice and pedagogy of public writing, civic participation, and classroom spaces. Her current research focuses on applying principles of Universal Design for Learning into the writing classroom at the secondary and college levels.
Susan Naomi Bernstein lives and works in Queens, New York. From 2013-2018 she co-coordinated the Stretch Writing Program at ASU-Tempe, and taught writing and literary studies courses in Ohio, Pennsylvania, and Texas. She co-facilitates a writing workshop at a senior center in Queens, and has worked as a teaching artist for Writers in the Schools in Houston, Texas. Her book is Teaching Developmental Writing 4e, and she writes a blog for Bedford Bits. Her other publications include “Theory in Practice: Halloween Write-In,” with I. James, W. Martin, and M. Kelsey in BWe 16.1, “An Unconventional Education” in JBW 37.1, and “Occupy Basic Writing” in the collection Composition in the Age of Austerity.
Beck Wise is Lecturer in Professional Writing and director of the major in Professional Writing & Communication at the University of Queensland. Beck’s research investigates how science is used in public debates about social justice, and writing pedagogy for large classes. Their work appears in Rhetoric of Health & Medicine, Research in Online Literacy Education and Continuum: Journal of Media & Cultural Studies, among other venues.
Edward M. White has taught over 50 years at Cal State San Bernardino and the University of Arizona. He has written or edited 16 books and over 100 articles and book chapters. Two of his books have won national awards, Teaching and Assessing Writing, 1994, and (with two coauthors) Very Like a Whale, 2015. He directed the consultant-evaluator service of WPA for fifteen years and served two terms on the executive committee of CCCC. His honors include Writing Assessment in the 21st Century: Essays in Honor of Edward M. White (Hampton, 2012) and the 2011 Exemplar Award from the CCCC.
Stephanie Wade works as Assistant Director of Writing at Bates College, where she supports writing across the curriculum and teaches community-engaged writing classes that center food justice and language rights. Her research uses permaculture and ecological approaches to literacy to illustrate the aesthetic and ethical significance of multiple genres and multiple dialectics in college writing. She serves on the Board of Directors of the Coalition for Community Writing and recently launched Coda, a new section of the Community Literacy Journal devoted to community writing and creative work.
Kevin Brock is associate professor of Composition and Rhetoric in the Department of English Language and Literature at the University of South Carolina. His research and teaching interests include digital rhetoric, rhetorical genre studies, technical and professional communication, and writing program administration. His scholarly publications include the book Rhetorical Code Studies (2019), several chapters in edited collections, and articles in such journals as Kairos, Computational Culture, Computers and Composition, enculturation, JTWC, and Technoculture.
Kim Fahle Peck is the Writing Center Director at York College of Pennsylvania, where she coordinates writing tutoring, a writing fellows program, and teaches courses on writing, writing centers and writing pedagogy. Her scholarship focuses on writing centers, online writing instruction, and technology mediation in writing instruction. Her dissertation "Collaboration and Community in Undergraduate Writing Synchronous Video Courses (SVCs)" won the 2019 Computers and Composition Hugh Burns Dissertation Award. She is currently serving as a facilitator for the Basic OLI Certification for the Global Society of Online Literacy Educators and is a co-editor of Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric.
Sherry Rankins-Robertson is Chair and Professor of Writing and Rhetoric at the University of Central Florida. Her passion for student success has fueled her energy to build successful, sustainable higher education programs to improve students’ experiences both on campus and in the community. For the past twenty years, Sherry has taught first-year writing; she also teaches nonfiction writing and graduate-level theory courses. For more than a decade, she has taught writing in prisons. Her research has appeared in Kairos, Computers and Composition, WPA: Writing Program Administration, and the Journal of Writing Assessment along with more than a dozen diverse edited collections. Sherry is an officer for the Council of Writing Program Administrators and serves as a member of the Executive Committee of the Conference on College Composition and Communication.
Brice Nakamura has been an educator in California's Central Valley for over a decade. He is currently a professor at College of the Sequoias, where he teaches English composition courses. He holds an MA in English Composition Theory from Fresno State and is finishing an MS in Education with an emphasis in Online Teaching and Learning from CSU East Bay.
Daughter of the US South, Dr. Khirsten L. Scott is a community-driven educator who centers and embodies liberatory Black feminist and womanist practice. She works across the disciplines of rhetorical theory and writing studies, digital and Black studies, as well as critical pedagogy. Khirsten is currently working on her first book which explores HBCUs and their survival within US Higher Education. Within the city of Pittsburgh, she is lead organizer and facilitator of HYPE Media (Homewood Youth-Powered and Engaged Media), a critical literacies program focused on youth-led story-making possibilities that respond to stigmatized narratives of Black girls, Black women, and Black communities. Khirsten is cofounder of DBLAC, Digital Black Lit and Composition, a virtual and in-person community offering writing support for Black scholars. She teaches at the University of Pittsburgh where she was awarded the Kenneth P. Dietrich School of Arts and Sciences Award for Excellence in Graduate Mentoring (2020). Her work can be found in Kairos, Prose Studies, the Routledge Reader of African American Rhetoric, Mobility in Work in Composition, Bridging the Gap: Multimodality in Theory and Practice and Kentucky Teacher Education Journal.
Elisabeth Kinsey is a teacher of all things literary and writerly. She hails from San Jose, California, a grand-daughter of Italian and Jewish immigrants and has lived all over the west and southwest. She received her PhD from University of Denver in literary studies. Other fields of study include: creative nonfiction and memoir, female growth narratives, from Early Modern Englishwomen's writing and the female rogue to current hybrid narratives. She feels it important to attend to the individual need in any given course. Through pedagogical approaches based on “heart,” she practices Peter Elbow’s workshop and Stephen Brookfield’s feedback loops, attending to various learning styles.
Megan McIntyre (she/her) is currently an Assistant Professor and the Writing Program Director at Sonoma State University in Rohnert Park, CA. (SSU is a Hispanic Serving Institution and part of the California State University system.) Megan also chairs the General Education Committee at SSU and is in her third year as a CCCC Feminist Caucus Co-chair. Megan's research focuses on antiracist writing programs, postpedagogy, and social media. And you can find some of her recent work in Composition Forum, Academic Labor, Present Tense, and forthcoming in WPA's special issue on Black Lives Matter and anti-racist projects in writing program administration.
Jesse Stommel is co-founder of Digital Pedagogy Lab and Hybrid Pedagogy: the journal of critical digital pedagogy. He has a PhD from University of Colorado Boulder. He is co-author of An Urgency of Teachers: the Work of Critical Digital Pedagogy. Jesse is a documentary filmmaker and teaches courses about pedagogy, film, and new media. Jesse experiments relentlessly with learning interfaces, both digital and analog, and his research focuses on higher education pedagogy, critical digital pedagogy, and assessment. He’s got a rascal pup, Emily, a clever cat, Loki, and a badass daughter, Hazel. He’s online at jessestommel.com and on Twitter @Jessifer.
Lori Shorr is currently an Associate Professor of Urban Education at Temple University where she teaches Urban Education Policy and School and Community Partnerships. Prior to this position she was the Chief Education Officer for the City of Philadelphia from 2008-2015. In that role she was responsible for advising the Mayor on local, state, and federal educational issues as well as creating and leading the city’s policy positions on education at all levels. Prior to taking this position, Dr. Shorr was the Special Assistant to the Secretary of Education at the Pennsylvania Department of Education. In this capacity, Dr. Shorr was responsible for the Department’s K – 16 initiatives including dual enrollment, transfer and articulation. She also lead Governor Rendell’s Commission on College and Career Success and served on the Governor’s Job Ready Budget Task Force. Previously, Dr. Shorr was the Director of School and Community Partnerships in the Provost’s Office at Temple University.
Genevieve Garcia de Mueller is the Director of WAC and an assistant professor at Syracuse University. Her work focuses on writing across the curriculum, antiracism, writing program administration, and policy studies. Her publications have included the co-authored “Inviting Students to Determine for Themselves What It Means to Write Across the Disciplines,” and “Race, Silence, and Writing Program Administration: A Qualitative Study of U.S. College Writing Programs.” In 2020, she received an AAUW American Publication Grant for her manuscript Shifting Landscapes: The Deliberative Rhetoric of Citizenship in U.S. Immigration Policy. Her Antiracist WAC program received the 2021 CCCC Writing Program Certificate of Excellence Award.
Jim Ridolfo is an Associate Professor of Writing, Rhetoric, and Digital Studies at the University of Kentucky and is currently Director of Composition. He holds a PhD from Michigan State University in Rhetoric and Writing and his research focuses on the intersection of rhetorical theory and technology. His first book, The Available Means of Persuasion: Mapping a Theory and Pedagogy of Multimodal Public Rhetoric (with David Sheridan and Anthony Michel) was published in 2012 by Parlor Press. His second book, Rhetoric and the Digital Humanities (co-edited with William Hart-Davidson) was published by University of Chicago Press in 2015 and received the Computers and Composition Distinguished Book Award. His third book, Digital Samaritans: Rhetorical Delivery and Engagement in the Digital Humanities, was published by University of Michigan Press in 2015 and received the 2017 Conference on College Composition and Communication Research Impact Award. His fourth book Rhet Ops: Rhetoric and Information Warfare (co-edited with William Hart-Davidson) was published in 2019 by University of Pittsburgh Press.
Steven Alvarez is associate professor of English at St. John's University in Queens. He is the author of Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies and Communities Literacies en Confianza: Learning from Bilingual After-School Programs, both published in 2017. Dr. Alvarez's current research studies Mexican migration in New York City through the prism of food, specifically “taco literacy.” The research project examines how foodways narratives demonstrate a literacy of care for Mexican communities across the five boroughs, through stories of bilingual learning, literacy practices, and community resiliency.
Ashanka Kumari is Director of Writing, Assistant Professor of English, and Global Human Rights Fellow at Texas A&M University – Commerce. She recently published the co-edited collection Mobility Work in Composition with Bruce Horner, Megan Faver Hartline, and Laura Sceniak Matravers. Her writing has appeared in a plethora of scholarly journals, books, as well as journalism across media. To learn more about her scholarship, you can visit her website at ashankakumari.com
Dr. Gavin P. Johnson (he/him/his) is a teacher-scholar specializing in multimodal writing, queer rhetorics, and community-engaged learning. He currently works as an assistant professor at Christian Brothers University in Memphis, TN, where he teaches courses in cultural rhetorics, digital media, and writing and coordinates the Certificate in Professional Writing. His research and service receive national recognition, including the 2021 NCTE/CCCC Lavender Rhetorics Dissertation Award for Excellence in Queer Scholarship, the 2020 Computers and Composition Huge Burns Best Dissertation Award Honorable Mention, the 2016 NCTE/CCCC Gloria Anzaldúa Rhetorician Award, and the 2018 Kairos Service Award as part of the start-up team for nextGEN: an international listserv and advocacy space for graduate students in rhetoric and composition studies. His research is published or forthcoming in College Literacy and Learning, Composition Studies, Rhetoric Society Quarterly, Computers and Composition, Constellations: A Cultural Rhetorics Publishing Space, Peitho, Pre/Text: A Journal of Rhetorical Theory, Teacher-Scholar-Activist, and various edited collections. He was recently featured in the Emerging Scholars Series on The Big Rhetorical Podcast and will be featured on the podcast Pedagogue later this year. He completed his PhD in English (Rhetoric, Composition, and Literacy Studies) with a graduate interdisciplinary specialization in Sexuality Studies at The Ohio State University in 2020. At Ohio State, he served as Associate Director of the Digital Media and Composition Institute (DMAC) for 2018 and 2019. Dr. Johnson is a proud first-generation college graduate from southeast Louisiana.
Elizabeth Boquet is Professor of English and Director of the Writing Center at Fairfield University in Fairfield, CT. At Fairfield, Beth has held several faculty leadership and administrative positions, including director of first-year writing, associate dean, and associate vice president for academic affairs. She is the author of Nowhere Near the Line and Noise from the Writing Center and co-author of The Everyday Writing Center: A Community of Practice, all published by Utah State University Press. She served two terms as co-editor of The Writing Center Journal and is a two-time recipient of the IWCA Outstanding Research Award. She has additional interests in life writing, and her creative nonfiction has appeared in Full Grown People, The Bitter Southerner, 100 Word Story, and Dead Housekeeping.
Cheryl Hogue Smith is a Professor of English and Writing Across the Curriculum Co-Coordinator at Kingsborough Community College of the City University of New York and a Past Chair of the Two-Year College English Association. She is a Fellow of the National Writing Project (SCWriP) and has published articles in TETYC, JBW, JAAL, English Journal, JTW, California English, and Midsummer Magazine (Utah Shakespeare Festival) and chapters in What is “College-Level” Writing? (vol.2, NCTE) and the forthcoming Deep Reading, Deep Learning.
Aja Y. Martinez is Assistant Professor of English at University of North Texas. Her scholarship, published nationally and internationally, makes a compelling case for counterstory as methodology in rhetoric and writing studies through the well-established framework of critical race theory (CRT). Her book, Counterstory: The Rhetoric and Writing of Critical Race Theory has been named one of the 20 Best New Rhetoric Books to Read in 2021 by BookAuthority and is nominated for the 2021 Teaching Literature Book Award. Her writing has appeared in College English, Composition Studies, Peitho, and Rhetoric Review.
Sarah Z. Johnson is the Writing Center Director and a member of the English faculty at Madison College in Madison, WI. She currently serves as Chair of the Two-Year College English Association (TYCA) and has done policy and committee work for NCTE and CCCC for many years. Sarah's research interests include dual enrollment, teacher preparation, tutor education, and all things related to Writing Program Administration.
Steph Ceraso is an associate professor of digital writing and rhetoric at the University of Virginia. Her 2018 book, Sounding Composition: Multimodal Pedagogies for Embodied Listening (U of Pittsburgh Press), proposes an expansive approach to teaching with sound in the composition classroom. Ceraso has published scholarship in journals such as Rhetoric Society Quarterly, College English, Composition Studies, enculturation, and Peitho. Her most recent project, Sound Never Tasted So Good (Intermezzo), explores the relationships among writing, sound, rhetoric, and food.
Mara Lee Grayson is an assistant professor of English at California State University, Dominguez Hills, where she teaches undergraduate and graduate courses in composition and rhetoric and previously directed the university writing center. She is the author of Teaching Racial Literacy: Reflective Practices for Critical Writing (Rowman & Littlefield, 2018), Race Talk in the Age of the Trigger Warning: Recognizing and Challenging Classroom Cultures of Silence (Rowman & Littlefield, 2020), and articles in WPA, English Education, Writing on the Edge, and Teaching English in the Two-Year College, among other publications. She is the recipient of the 2018 Mark Reynolds TETYC Best Article Award and a 2019 CCCC Emergent Researcher Grant. Grayson is also a Pushcart Prize-nominated poet. Website: maragrayson.com. Twitter: @maraleegrayson.
Katherine Flowers is Assistant Professor of English at the University of Massachusetts Lowell, where she teaches first-year writing, journalism and professional writing, and courses on language and literacy. She received her PhD with a Concentration in Writing Studies from the University of Illinois at Urbana-Champaign. Her work has appeared in journals like College Composition and Communication, the Journal of Sociolinguistics, Literacy in Composition Studies, and Language Policy. For her research on English-only policies she has received a CCCC Emergent Researcher Award and the James Berlin Memorial Outstanding Dissertation Award.
Lauren Cagle is an Assistant Professor of Writing, Rhetoric, and Digital Studies (WRD) and Associate Faculty in Environmental and Sustainability Studies (ENS) at the University of Kentucky. Her research and teaching focus on overlaps among digital rhetorics and scientific and technical communication. Cagle frequently works with local and regional environmental and technical practitioners; her collaborative partners include the Kentucky Division for Air Quality, the Kentucky Geological Survey, the University of Kentucky Recycling Program, and The Arboretum, State Botanical Garden of Kentucky. Cagle's work has appeared in Technical Communication Quarterly, the Journal of Technical Writing and Communication, Rhetoric Review, and Computers & Composition.
Charissa Che is an Assistant Professor of English at Queensborough Community College (CUNY). Her teaching and scholarship centers on cultural rhetorics, translingualism, and second language writing pedagogy. In particular, she investigates how Asians and Asian Americans navigate institutional spaces in their language and identity practices in ways that are resistive, agentive, and community-building. Her writing has appeared in Teaching English at the Two-Year College (TETYC) and Writing on the Edge (WOE), and her research on the writing placement of second-language English speakers in community colleges is set to be published in the edited collection, Writing Placement in Two-Year Colleges: Case Studies of Postsecondary Education in Transition, in 2022. Che has served as the Editorial Fellow of TETYC, and is currently the TETYC Book Review Editor, and the 2022 Program Chair of the TYCA (Two-Year College Association) National Conference. She was the recipient of the 2019 CCCC Chairs’ Memorial Scholarship and the 2018 CCCC Scholars for the Dream Award, respectively.
A native of Trinidad and Tobago, Louis M. Maraj thinks, creates, and converses with/through theoretical Black studies, rhetoric, digital media, and critical pedagogies. His scholarship specifically addresses anti/racism, anti/Blackness, and expressive form. Maraj’s book Black or Right: Anti/Racist Campus Rhetorics explores everyday notions of Blackness in historically white institutions. His recent essays appear in Prose Studies, Women’s Studies in Communication, and Self+Culture+Writing. He is an assistant professor in University of British Columbia’s School of Journalism, Writing, and Media and co-founder of DBLAC (Digital Black Lit and Composition), an inter-institutional network of Black scholars in language-related fields.
Kristin Lacey is a PhD candidate in English at Boston University, where she teaches English and composition courses. Kristin is passionate about teaching and supporting students, especially first-generation college students. Her dissertation, The Ambition Revolution: Gender and the Pursuit of Success in Nineteenth-Century American Women’s Fiction, studies the rise of individual ambition from the 1840s to early 1900s with particular attention to women’s strategic navigation of this cultural shift. To learn more about her work, visit kristinlacey.com and follow her on Twitter @kristin_a_lacey.
Jackie Hoermann-Elliott is an Assistant Professor of English and the Director of First-Year Composition at Texas Woman's University (TWU), where she teaches and researches how writers compose through and with their bodies. Her book—Running, Thinking, Writing: Embodied Cognition in Composition—was published by Parlor Press in 2021, and her writing can be found in national journals—such as Composition Forum and The ADVANCE Journal.
J. Logan Smilges is an Assistant Professor of Language, Culture, and Gender Studies at Texas Woman’s University. Led by commitments to transfeminism and disability justice, their scholarship and teaching lie at the nexus of Disability Studies, Trans Studies, Queer Studies, and Rhetorical Studies. Their first book, Queer Silence: On Disability and Rhetorical Absence, is in press with the University of Minnesota Press, and their other writing can be found or is forthcoming in Disability Studies Quarterly, College Composition and Communication, Rhetoric Review, and elsewhere. Currently, Smilges serves as the co-chair for the Disability Studies Standing Group at the Conference on College Composition and Communication.
Andrea Riley Mukavetz is an Assistant Professor in the Integrative, Religious, and Intercultural Studies Department at Grand Valley State University. Andrea is devoted to creating cultural rhetorics models of scholarly practice that make visible the rhetorical traditions of Indigenous worldviews, histories, and traditions. Andrea teaches courses related to collaborative communication, the relationship between story, lived experience, and identity, intercultural communication, and Indigenous environmental justice. Andrea's scholarship has been published in enculturation: a journal of rhetoric, writing, and culture, Studies in American Indian Literature, College Composition and Communication, and Composition Studies. Her book, You Better Go See Geri: An Odawa Elder's Life of Resilience and Recovery (2021) was published by Oregon State University.
Ashley J. Holmes is Associate Professor of English and Director of Writing Across the Curriculum at Georgia State University. Her book Public Pedagogy in Composition Studies (2016) was published with the Studies in Writing and Rhetoric series, and her articles have recently appeared in The International Journal of Students as Partners and Composition Forum. Her current book-length project, Learning on Location, explores place-based pedagogies through writing, walking (and other forms of movement), and engaging the civic. Holmes serves as Managing Co-Editor of Composition Forum.
Kate Stephenson is an Assistant Professor in the Writing and Rhetoric Program at the University of Virginia, where she teaches community engaged courses on food justice and housing equity. Kate founded the biannual Community Writing Symposium, which showcases community-based writing and research created by undergraduates, non-profits, and community members. Currently a Faculty Fellow at the Center for Teaching Excellence, Kate has presented work at numerous conferences and is writing an article about the pedagogical possibilities engaged learning provides for challenging notions of local history, activism, and knowledge creation. Kate is also collaborating with The Haven, a local shelter for the unhoused, to produce a print version of a literary and visual arts digital publication, Voices, featuring work by Haven guests, staff, and volunteers.
Alfie Kohn writes and speaks widely on human behavior, education, and parenting. He has written 14 books and has been described in Time magazine as “perhaps the country’s most outspoken critic of education’s fixation on grades [and] test scores.” Kohn has been featured on hundreds of TV and radio programs, including the “Today” show and two appearances on “Oprah”; he has been profiled in the Washington Post and the Los Angeles Times, while his work has been described and debated in many other leading publications.
Laura L. Allen, PhD is a committed teacher and scholar whose research explores race at the intersections of professional writing, digital media, family literacy, and community literacy. She currently works as Assistant Professor of Writing and Rhetorics of Advocacy at York University in Toronto, Ontario. Her current project explores the role of digital and professional writing in the planning and sustaining of Black Family Reunions across North America. Laura has presented at several national and international conferences, including the Conference on College Composition & Communication (CCCC) and the Humanities, Arts, Science and Technology Alliance and Collaboratory (HASTAC). Laura is a recipient of the 2020 Critel Digital Media Fellowship, the 2018 Digital Pedagogy Lab Fellowship and was selected for the CCCC Scholar for the Dream Award for 2019. Laura earned a PhD in English from the Rhetoric, Composition, and Literacy program at The Ohio State University. She earned a BA in English from Spelman College and an MA in Digital Rhetoric and Professional Writing from Michigan State University. Laura is committed to both educational and social justice, and she continues to be inspired by her students. When she is not writing, researching or teaching, Laura can be found spending time with family and friends, listening to podcasts or live music, and learning to play new instruments.
Brandon M. Erby is an Assistant Professor of Writing, Rhetoric, and Digital Studies and African American and Africana Studies at the University of Kentucky. He received his B.A. in English from Tougaloo College, M.A. in English from Seton Hall University, and Ph.D. in English & African American and Diaspora Studies from The Pennsylvania State University. His research areas include African American rhetoric, literacy and language studies, critical pedagogy, and rhetorical history. Erby’s work appears in CLA Journal, Rhetoric Review, Spark: A 4C4Equality Journal, Open Words: Access and English Studies, and Journal for the History of Rhetoric. He is currently writing a book about the activism, pedagogy, and legacy of Mamie Till-Mobley.
Ira Shor is a professor at the College of Staten Island, City University of New York, where he teaches composition and rhetoric. Shor grew up in the working class area in the South Bronx of New York City. According to Shor, coming from a working-class area had a powerful influence on his thinking, politics and feelings. In collaboration with Paulo Freire, he has been one of the leading exponents of critical pedagogy. Together they co-wrote A Pedagogy for Liberation.
Timothy Oleksiak is an Assistant Professor of English and the Professional and New Media Writing program director at the University of Massachusetts Boston. His work has appeared in Peitho, Composition Studies, College Composition and Communication, Pre/Text, and in edited collections. He is an enthusiastic lover of the composer Philip Glass and his given, chosen, and emerging families.
Andrew H. Yim is currently a Ph.D. student in the Composition and Applied Linguistics (CAL) program at the Indiana University of Pennsylvania. He will begin his new job as the assistant director of the University of Nevada, Las Vegas (UNLV) writing center in July 2022. He currently serves as the assistant director of the IUP Jones White Writing Center, the graduate co-editor of the Peer Review, and president of the Composition and TESOL Association that serves graduate students in the CAL program. In addition, he works as an English instructor at Huaqiao University in Quanzhou, China, and serves as an intern for the Conference on College Composition and Communication's Wikipedia Initiative Cohort.
Laurie Cubbison is Professor of English and Coordinator of the GTA/GTF Mentoring Program at Radford University, where she served as Director of the Core Curriculum from 2012 to 2017. Her research covers general education, universal design for learning, and online communities. She recently partnered with a friend to launch Lessons Learned In and Out of School, a Medium site aimed at managing work and career challenges for academics.
Morgan C. Banville is a PhD Student in Rhetoric, Writing, and Professional Communication at East Carolina University. She researches the intersections of surveillance studies and technical communication, often informed by feminist methodologies. You can find her recent work in the Proceedings of the 38th and 39th ACM International Conference on Design of Communication, as well as Programmatic Perspectives, The Dangling Modifier, The Peer Review Journal, IEEE Xplore, and the Journal of Technical Writing and Communication.
Amy J. Lueck is Associate Professor of Rhetoric and Composition at Santa Clara University, where her research and teaching focus on histories of rhetorical instruction and practice, women’s rhetorics, feminist historiography, and public memory. Her book, A Shared History: Writing in the High School, College, and University, 1856-1886 (SIU Press 2020), brings together several of these research threads, interrogating the ostensible high school-college divide and the role it has played in shaping writing instruction in the U.S. Her recent research builds on this work by attending to the conceptual boundaries and metaphors shaping history and remembrance at various sites, from universities and the tribal homelands on which they are built to historic attractions like the Winchester Mystery House.
Kathleen Blake Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor Emerita at Florida State University, has served in several leadership positions, including as President of NCTE; Chair of CCCC; and President of CWPA. A past editor of College Composition and Communication (2010-2014), she is author or co/editor of 16 scholarly books--among them Writing Across Contexts: Transfer, Composition, and Sites of Writing; A Rhetoric of Reflection; and Assembling Composition—and of over 100 articles and book chapters. She is the recipient of several awards, including the CCCC Research Impact Award; the FSU Graduate Mentor Award; the Purdue Distinguished Woman Scholar Award; and the CCCC Exemplar Award.
Eric Detweiler is an assistant professor in the English Department at Middle Tennessee State University, where he's also helping develop a new undergraduate degree in Public Writing and Rhetoric. His research and teaching focuses on writing pedagogy, rhetorical theory, digital media, and the intersections between those things. He hosts a podcast called Rhetoricity, and his first book, Responsible Pedagogy: Moving Beyond Authority and Mastery in Higher Education, will be published by Penn State University Press in late 2022. You can find out more about his work at RhetEric.org.
Kaitlin Clinnin is an Assistant (soon-to-be Associate) Professor at the University of Nevada, Las Vegas, where she directs the first-year writing program. She researches how writing instructors and writing program administrators can create effective learning environments for students given changing social and educational contexts. Dr. Clinnin’s most recent research focuses on trauma-informed pedagogy in writing programs and classrooms. Her work has been published in Computers & Composition, Composition Studies, Communications in Information Literacy, WPA: Writing Program Administration, and several edited collections including most recently The Things We Carry: Strategies for Recognizing and Negotiating Emotional Labor in Writing Program Administration.
Tamika L. Carey is an interdisciplinary scholar and teacher whose work focuses on African American Rhetorics and Literacies, Feminist Rhetorics, Black Women's Writing and Intellectual Traditions, and the memoir. She is the author of Rhetorical Healing: The Reeducation of Contemporary Black Womanhood (SUNY 2016), a project that earned her the 2019 Inaugural Book Series Scholar Award by DBLAC. Her essays appear in venues such as Rhetoric Review, Enculturation, Signs, and Rhetoric Society Quarterly. She is currently an Associate Professor of English, a Faculty Affiliate in the Department of Women, Gender, and Sexuality, and a Donchian-Casteen Fellow in the Institute of Practical Ethics and Public Life at the University of Virginia.
Born and raised in Trinidad and Tobago, Halcyon M. Lawrence is an Associate Professor of Technical Communication and Information Design at Towson University. She has over 20 years of professional experience as a technical trainer, writer, and usability practitioner. Her research focuses on speech intelligibility, accent bias, and the design of speech interactions for voice technologies, particularly for under-represented user populations. She holds a PhD in Technical Communication from Illinois Institute of Technology in Chicago.
Liz Hutter is an Assistant Professor in the Department of English at the University of Dayton, where she teaches courses in technical communication and health humanities. Her scholarly interests cross multiple fields including rhetoric, health communication, disability studies, narrative, and the history of medicine and science. One of her specific projects examines the development of communication practices around lifesaving. She regularly and enthusiastically collaborates with Dr. Halcyon Lawrence on matters of technical communication pedagogy and scholarship.
Bethany Monea is a Ph.D. Candidate at the University of Pennsylvania, where she studies youth writing and media-making practices and cultivates critical approaches to digital literacy using participatory, multimodal methodologies. She has taught first-year writing classes for multilingual students and graduate-level courses on digital literacies, and she has worked with first-generation-to-college high schoolers in college-bridge programs. She is currently completing her dissertation, which is a participatory, ethnographic study of the multimodal and multilingual literacies of first-generation, Latinx students transitioning to college. Her publications can be found in Computers and Composition, Kairos, and Qualitative Research, as well as several edited collections, and her interactive exploration of interface literacy, "Screen Reading," won the Kairos 2021 best webtext award.
Joselyn Andrade is a second-year college student and first-generation student and immigrant. She is currently attending George Mason University where she is pursuing a double major in Psychology and Criminology, with a concentration in Forensic Psychology. In addition to this, she is passionate about art and education. Her passion for education is seen through her work as a mentor in a college-bridge program for first-generation students like herself.
Mikaela Pozo is a second-year Sociology student at George Mason University. She is a collaborator of the LatiNXT GEN collective, which focuses on highlighting issues of educational inequity as well as the college transition through the lens of first-generation Latinx youth. She is an amateur poet and interested in philosophy and politics. Among the many issues she feels strongly about, she is particularly passionate about economic inequality and its effects on educational equity, voting access, and immigrant rights.
Ryan P. Shepherd is the incoming Director of First-Year Composition and Associate Professor of English at Northern Illinois University. His work explores the connections between writing for school and writing outside of school, particularly on social media. His work has appeared in Computers and Composition, Composition Studies, Kairos, Composition Forum, and elsewhere. He is currently finishing work on a co-edited collection with Kara Poe Alexander, Matthew Davis, and Lilian Mina on multimodal composition and writing transfer, expected to be out later this year or early next.
Crystal VanKooten is an Associate Professor of Writing and Rhetoric at Oakland University in Rochester, MI, where she teaches courses in the Professional and Digital Writing major and in first-year writing and serves as co-managing editor of The Journal for Undergraduate Multimedia Projects (JUMP+). Dr. VanKooten’s work focuses on digital media composition through engagement with how technologies shape composition practices, pedagogy, and research. Her digital book, Transfer across Media: Using Digital Video in the Teaching of Writing, is available from Computers and Composition Digital Press.
Allison Hitt is assistant professor of English at Ball State University where she teaches classes in the Professional Writing major and Rhetoric and Composition graduate programs. Her research focuses on how disability is constructed, mediated, and contested within institutional systems. More specifically, she’s interested in whose stories and bodies are valued within cultural and disciplinary histories and how instructors can collaborate with students to theorize and enact more socially-just pedagogical practices. Hitt’s book, Rhetorics of Overcoming: Rewriting Narratives of Disability and Accessibility in Writing Studies, was published by the CCCC Studies in Writing and Rhetoric Series (SWR) in 2021. Her work has also been published in Rhetoric Review, The Routledge Handbook of Digital Writing and Rhetoric, Business and Professional Communication Quarterly, Composition Forum, and The Oxford Guide for Writing Tutors: Practice and Research.
Daniel Lawson is an Associate Professor of English and Director of the Writing Center at Central Michigan University. His work on writing centers has appeared in WLN: A Journal of Writing Center Scholarship, Praxis, The Learning Assistance Review, and the Journal of College Literacy and Learning. His work on media studies, games, and comics has appeared in the Journal of Comics and Culture and Studies in Comics as well as in edited collections. His current research interests revolve around affect, labor, transfer, and reflection in the writing center.
Genie Nicole Giaimo is Assistant Professor and Director of the Writing Center at Middlebury College. Their current research utilizes quantitative and qualitative models to answer a range of questions about behaviors and practices in and around writing centers. Their scholarly and programmatic interest in fair and "well" workplace practices have profoundly influenced their approach to writing administration to be inclusive, intentionally anti-racist, and focused on the wellness of both workers and students. The author of over two dozen peer reviewed articles and chapters, their forthcoming book, Unwell Writing Centers: Searching for Wellness in Neoliberal Educational Institutions and Beyond comes out winter 2023.