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, 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, and Chris M. Anson.
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; first-generation scholar, Chicanx, and single mother; is an Assistant Professor of English at Boise State University. She teaches undergraduate and graduate courses in the technical communication program that focus on social media, content management, and cultural accessibility. Her scholarly research brings together cultural and digital rhetorics, particularly at the intersection of intellectual property and online safety. You can find her work in Technical Communication Quarterly, Computers & Composition, Kairos, Peitho, the Routledge Companion to Digital Writing and Rhetoric, Social Writing/Social Media, and the Journal of Multimodal Rhetorics. You can also follow her on Twitter: @techarios
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