Anthony Atkins is an associate professor and the former Coordinator of Composition in the Department of English at the University of North Carolina Wilmington. His research interests include composition theory and pedagogy, professional communication, visuality, writing technologies, and classical and modern rhetorical theory. His current research focuses on the undergraduate research, writing program administration, rhetorical theory, and composition theory.
Andrew Bourelle teaches English at the University of New Mexico. He previously worked at Arizona State University and the University of Nevada, Reno, where he received his PhD. His work has been published in the Journal of Teaching Writing and Currents in Teaching and Learning, as well as other publications.
Tiffany Bourelle is an assistant professor of Rhetoric and Writing at the University of New Mexico, where she teaches first-year writing and professional and technical writing. Her publications have focused on incorporating multimodal composition assignments into first-year writing courses, integrating service-learning projects in face-to-face and online mediums, and designing professional writing internships where students work with nonprofit organizations.
Beth Brunk-Chavez is an associate professor of Rhetoric and Writing Studies at the University of Texas at El Paso where she directs the First-Year Composition Program, which was awarded the 2012 Conference on College Composition and Communication Writing Program Certificate of Excellence. She also serves as an associate dean of the College of Liberal Arts. Her recent publications are in the areas of assessment, virtual collaboration, professional development, and preparing instructors for hybrid instruction.
Angela Crow is an associate professor at James Madison University, where she coordinates the first-year writing program and studies literacy acquisition.
Dànielle Nicole DeVoss is a professor of Professional Writing at Michigan State University, and also serves as Director of Digital Humanities and Convener of the Creativity Exploratory for the College of Arts and Letters. DeVoss’ research interests include digital–visual rhetorics; feminist interpretations of and interventions in computer technologies; and intellectual property issues in digital space. Most recently, DeVoss published a National Writing Project book with Elyse Eidman-Aadahl and Troy Hicks, titled Because Digital Writing Matters (2010, Jossey-Bass) and Copy(write): Intellectual Property in the Composition Classroom (with Martine Courant Rife and Shaun Slattery; 2011, Parlor Press). Courant Rife and DeVoss are finishing a second edited collection on intellectual property issues, titled Cultures of Copyright.
Judith Fourzan-Rice is a PhD student in the Rhetoric and Composition program at the University of Texas at El Paso, where she serves as the Associate Director of First-Year Composition and as the alternate Chief Reader for TEA’s English Language Arts and Reading Teacher Certification Exam. At UTEP, she implemented the assessment calibration process and trains the scorers for the FYC second-semester class.
Jeffrey T. Grabill is a professor of Rhetoric and Professional Writing and chair of the Department of Writing, Rhetoric, and American Cultures at Michigan State University. He is also a senior researcher with WIDE Research (Writing in Digital Environments), which is part of MATRIX, a digital humanities research center. He co-founded Drawbridge LLC, an educational technology company. Grabill’s research addresses how digital writing is associated with citizenship, learning, and knowledge work practices.
Anne Herrington is a Distinguished Professor of English at the University of Massachusetts–Amherst and the Director of the Western Massachusetts Writing Project. Her primary areas of scholarly interest are writing across the curriculum, student development as writers, qualitative research methodologies, and writing assessment. Along with the titles she co-edited with Charlie Moran, she also co-edited with Marcia Curtis Persons in Process: Four Stories of Writing and Personal Development in College (National Council of Teachers of English, 2000).
Karen Langbehn is the Associate Director of the Writing Center at the University of South Florida. Her research interests pertain to understanding how communication technologies are rewriting knowledge-making practices, intellectual property assumptions, and educational institutions. She is currently thinking and writing about rhetoric and technology as it affects collaborative and communal agency and, more specifically, the possibilities for remediating writing assessment as a digital, collaborative process.
Megan McIntyre is the Mentoring Coordinator of the First-Year Composition Program at the University of South Florida. Her research interests include composition theory and practice, especially the ways in which digital technologies and network theories reshape that theory and practice.
Heidi A. McKee is associate professor of English, Director of Professional Writing, Director of the Howe Writing Initiative in the Farmer School of Business, and an affiliate faculty member of the Armstrong Center for Interactive Media Studies at Miami University. With Dànielle Nicole DeVoss, she co-edited Digital Writing Research: Technologies, Methodologies, and Ethical Issues (Hampton, 2007; winner of the Computers and Composition Distinguished Book Award). With DeVoss and Dickie Selfe, she co-edited Technological Ecologies & Sustainability (http://ccdigitalpress.org/tes). With James Porter, she co-wrote The Ethics of Internet Research: A Rhetorical, Case-based Process (Peter Lang, 2009).
Joe Moxley is a professor of English and the Director of First-Year Composition at the University of South Florida. Moxley serves as publisher and Executive Editor of Writing Commons, the open-education home for writers.
Mya Poe is an assistant professor of English at Penn State University. Her research focuses on writing in the disciplines, writing assessment, and racial identity. Her publications include Learning to Communicate in Science and Engineering: Case Studies From MIT (MIT Press, 2010), which won the 2012 Conference on College Composition and Communication Advancement of Knowledge Award, and Race and Writing Assessment (Peter Lang, 2012) as well as articles in College Composition and Communication and the Journal of Business and Technical Communication. She is currently working on a book entitled The Consequences of Writing Assessment.
The National Writing Project Multimodal Assessment Project team is made up of K–16 educators collectively known as the Multimodal Assessment Project or MAP. The team represents primary, secondary, and higher education; some participants are teacher–consultants for writing projects, some run writing projects, and all team members are associated with the National Writing Project and its Digital Is initiative.
Sherry Rankins-Robertson is an assistant professor of Rhetoric and Writing and the Director of First-Year Composition at the University of Arkansas at Little Rock, where she teaches a graduate seminar in teaching writing. She has designed curriculum and taught courses in family history writing, nonfiction, and business writing. Her publications have focused on uses of multimodal composition in first-year composition, strategies for successful online teaching, effective assignment design using the WPA Outcomes Statement, and partnerships between universities and prisons.
Duane Roen is Assistant Vice Provost for Undergraduate Academic Success Programs at Arizona State University, where he also administers degree programs in interdisciplinary and liberal studies. He has written widely on composition pedagogy and curriculum, the scholarship of teaching and learning, and writing program administration. He is president of the Council of Writing Program Administrators and former secretary of the Conference on College Composition and Communication.
Charles Moran is emeritus professor of English at the University of Massachusetts–Amherst. With Gail Hawisher, Paul LeBlanc, and Cynthia Selfe, he co-authored Computers and the Teaching of Writing in American Higher Education, 1979–1994 (Ablex, 1995). With Anne Herrington, he co-edited Genre Across the Curriculum (Utah State University Press, 2005) and Writing, Teaching, and Learning Across the Disciplines (Modern Language Association, 1991). With Anne Herrington and Kevin Hodgson, he co-edited Teaching the New Writing: Technology, Change, and Assessment (Teachers College Press, 2009). He was the founding director of his university’s writing program, and, with Pat Hunter and June Kuzmeskus, one of the founding directors of the Western Massachusetts Writing Project.
Colleen Reilly is an associate professor in the Department of English at the University of North Carolina Wilmington. Her teaching and research interests focus on professional writing theory and pedagogy; electronic composition, citation, and publication; computer gaming and literacy; distance learning; and the intersections of genders, sexualities, and technologies.
W. Michele Simmons is an associate professor and the Director of Graduate Studies in the Department of English at Miami University. She teaches courses on visual rhetoric, technical communication, and the public sphere. Her current research investigates the intersection of professional writing, public rhetorics, and civic participation.
Michael Truong is Associate Director of the Center for Research on Teaching Excellence at the University of California at Merced. He consults, trains, and supports faculty and graduate students on the effective use of new technologies in various disciplines, especially courses with writing-intensive components. He is the lead administrator in establishing, coordinating, and growing many new and innovative projects on his campus, including eportfolios, hybrid courses, clickers, mobile learning, and most recently, multimodal curriculum.
Crystal VanKooten is an instructor of English Composition and PhD candidate in the joint program in English and Education at the University of Michigan. Her areas of research include new media writing, digital literacies, multimodal composition, and pedagogy. VanKooten was a high school English teacher for 5 years, where students first introduced her to the idea of exploring the intersections between reading, writing, and technologies through blogging about literature. VanKooten’s research explores the link between audio-visual composing in the first-year writing classroom and the development of meta-awareness about composition.
Emily Wierszewski is an assistant professor in English and Composition in the department of Journalism and New Media at Seton Hill University. Her academic areas of interest include new media, multimodality, writing assessment, rhetoric, technology and writing, qualitative research, grounded theory, pedagogy, and literacy.
Anne Zanzucchi is faculty and co-directs the Merritt Writing Program at the University of California at Merced, with responsibilities for program-wide electronic portfolio and diagnostic evaluation. She has also been involved in mentoring graduate students, providing teaching workshops, and supporting future faculty projects through a Department of Education, FIPSE grant. Zanzucchi, with Michael Truong, co-authored a book chapter “Going Beyond Traditional Essays: How New Technologies are Transforming Student Engagement with Writing Outcomes” in Increasing Student Engagement and Retention Using Social Technologies (Emerald Group Publishing, 2012).
Meredith W. Zoetewey is an associate professor in the Department of English at the University of South Florida. Her most recent publications focus on mobile communications technologies, usability, and professional writing program development. Zoetewey's research appears in journals such as Technical Communication, Technical Communication Quarterly, Computers and Composition: An International Journal, Computers and Composition Online, IEEE: Transactions on Professional Communication, and Kairos: A Journal of Rhetoric, Technology, and Pedagogy.