Alexander (Baylor University)
Kara Poe Alexander is Associate Professor of English and Director of the University Writing Center at Baylor University, where she has previously served as the Coordinator of Professional Writing and Rhetoric. She teaches courses in literacy studies, multimodal composition, technical and professional writing, and composition theory and pedagogy. Her research has appeared in College Composition and Communication, Composition Forum, Composition Studies, Computers and Composition, Computers and Composition Online, Kairos, the Journal of Business and Technical Writing, Literacy in Composition Studies, Rhetoric Review, Technical Communication Quarterly, Basic Writing eJournal, and several edited collections.
Stacey Stanfield Anderson (California State University
Stacey Stanfield Anderson is Assistant Professor of English and Composition Director at California State University Channel Islands in Camarillo, California. She joined the faculty at CSU Channel Islands in 2005, just three years after the campus opened its doors. In her work with the Composition Program at CSU Channel Islands, Anderson has been part of a team that implemented the first Stretch Composition and Directed Self Placement programs in the 23-campus CSU system, serving a model for more established campuses that would later follow suit. In addition to directing the Composition Program and teaching first-year and upper-division writing classes, she collaborates on cross-campus, interdisciplinary initiatives, including learning communities and living learning communities funded by Hispanic Serving Institution grants. She also serves as a Proven Lead with the CSU’s system-wide Course Redesign with Technology Initiative.
Erin Kathleen Bahl (Kennesaw State University)
Erin Kathleen Bahl is an Assistant Professor of applied and professional writing in the English department at Kennesaw State University. Her research investigates the possibilities that digital technologies afford for creating knowledge and telling stories. Her born-digital dissertation explored processes of invention and design in composing new media scholarship. Additionally, she researched and documented religious diversity in Columbus, Ohio in collaboration with Harvard University’s Pluralism Project. Her work has been published in Composition Studies, Humanities Journal, Harlot of the Arts, Signs and Media, Showcasing the Best of CIWIC/DMAC, and Computers and Composition (print and online).
Kathryn Comer received her PhD in Rhetoric, Composition, and Literacy Studies from The Ohio State University in 2011. She is Assistant Professor of English and Associate Director of Composition at Portland State University, where she teaches courses in writing pedagogy and rhetorical theory. Kate is one of the founding editors of Harlot: A Revealing Look at the Arts of Persuasion, an experiment designed to bridge the gap between academic and public discourses about rhetoric in everyday life. Her work has appeared in Computers and Composition, Composition Studies, and edited collections.
Scott Dewitt (The Ohio State University)
Scott Lloyd DeWitt is Associate Professor of English in the Rhetoric, Composition, and Literacy program at The Ohio State University. He is the author of Writing Inventions: Identities, Technologies, Pedagogies (SUNY, 2002) and the co-editor of a scholarly collection of curated exhibits (with H. Louis Ulman and Cynthia Selfe), Stories That Speak To Us: Exhibits from the Digital Archive of Literacy Narratives (Computers and Composition Digital Press, 2013). Additionally, he is the director of the annual Digital Media and Composition Institute.
Bill FitzGerald (Rutgers University)
William FitzGerald is Associate Professor of English at Rutgers University-Camden, where he teaches courses in rhetoric, literacy, and writing studies and directs the Writing Program. He is the author of Spiritual Modalities: Prayer as Rhetoric and Performance (Penn State Press, 2012) and co-author of The Craft of Research, 4e (University of Chicago Press, 2016) and A Manual for Writers of Research Papers, Theses and Dissertations, 9e (aka Turabian, University of Chicago Press, forthcoming 2018) and other recent publications on science writing, typography, and style pedagogy. His current book project is a reception study of the famous Serenity Prayer.
Lynée Lewis Gaillet (Georgia State University)
Lynée Lewis Gaillet, Distinguished University Professor and Chair of the English department at Georgia State University in Atlanta, GA, is author of numerous articles and book chapters addressing Scottish rhetoric, writing program administration, composition/rhetoric history and pedagogy, publishing matters, and archival research methods. She is a recipient of an NEH Summer Research Award and ISHR Fellowship, and her book projects include: Scottish Rhetoric and Its Influence (1998), Stories of Mentoring (2008), The Present State of Scholarship in the History of Rhetoric (2010), Scholarly Publication in a Changing Academic Landscape (2014), Publishing in Community: Case Studies for Contingent Faculty Collaborations (2015), Primary Research and Writing: People, Places, and Spaces (2016), On Archival Research (2016), and Writing Center and Writing Program Collaborations (2017). Gaillet is a Past President of The Coalition of Feminist Scholars in the History of Rhetoric and Composition, and Past Executive Director of the South Atlantic Modern Language Association.
Nicole Hancock (Southwestern Illinois College/Old Dominion
Nicole Hancock is Associate Professor of English at Southwestern Illinois College in Belleville, IL, where she teaches Basic Writing, First-Year Composition, and courses in dramatic literature. With her colleague, Steve Moiles, she has authored Use What Works, a textbook for Basic Writing. In her past role as computer-assisted instruction coordinator, she assisted her colleagues in diversifying their use of technology in the classroom. She is currently a doctoral student of Rhetoric, Writing, and Discourse at Old Dominion University, where her research focuses on placement assessment reform at community colleges.
Michael Harker (Georgia State University)
Michael Harker is Associate Professor of English at Georgia State University. He received his master’s degree from the University of Oklahoma in 2005 and his doctoral degree from The Ohio State University in 2010. His book The Lure of Literacy: A Critical Reception of the Compulsory Composition Debate appeared in 2015 from SUNY Press. He has published articles in College Composition and Communication, Literacy in Composition Studies, Computers and Composition: An International Journal, Computers and Composition Online, and Composition Forum. Michael Harker is Co-Director of The Digital Archives of Literacy Narratives (DALN), a publicly available research archive of literacy narratives for which Georgia State University is a Contributing Partner and Sponsor.
Brynn Kairis (Rutgers University-Camden)
Brynn Kairis recently graduated from Rutgers University-Camden with an M.A. in English-Writing Studies. She now works as an instructor at RU-C teaching first year composition and coordinating basic writing courses. She is the author of “D/deaf Writing Does: An Investigation of D/deaf Literacy Theory and Narratives” (Young Scholars in Writing, 2015). Brynn has presented work on D/deaf literacy, multimodality in FYC and the writing center, and mentoring undergraduate researchers at CCCC and the RMMLA conference. Her most recent project, a master’s thesis titled “Style Chameleons: Learning to Write as an English Major,” focuses on style pedagogy and its application to WAC/WID scholarship.
Guy Krueger (The University of Mississippi)
Guy Krueger is the Writing 101 Curriculum Chair and Core Lecturer in the Department of Writing and Rhetoric at the University of Mississippi. His research focuses on basic writing theory and praxis. Additionally, he is interested in the assessment of and placement in first-year composition (FYC) courses. Krueger has been at the University of Mississippi since 2010.
Deborah Kuzawa (The Ohio State University)
Deborah Kuzawa is a Senior Lecturer with the Department of Engineering Education and the Chair of the department’s Diversity and Inclusion committee at The Ohio State University. She teaches engineering technical communications, which explores STEM topics using rhetorical, social, and reflective lenses, with attention to the ways that social diversity in the U.S. impacts STEM in all areas. Her research focuses on diversity and inclusion in engineering education, technical communications, queerness, pedagogies and classrooms, and archives. Her most recent publications are a collaborative chapter in the edited collection Creative Ways of Knowing in Engineering (published by Springer) and the forthcoming “Queer/ing Composition, the Digital Archives of Literacy Narratives, and Ways of Knowing,” in the collection Re/Orienting Writing Studies: Queer Methods, Queer Projects (University Press of Colorado).
Ben McCorkle (The Ohio State University at Marion)
Ben McCorkle is Associate Professor of English, teaching courses in composition, rhetoric, and digital media studies. He is the author of the book Rhetorical Delivery as Technological Discourse: A Cross-Historical Study, as well as several articles in publications including Computers and Composition Online, Rhetoric Society Quarterly, and Composition Studies. Currently, he serves as Co-Director of the Digital Archive of Literacy Narratives.
Jen Michaels (The Ohio State University)
Jen Michaels is a PhD candidate at The Ohio State University in the Rhetoric, Composition, and Literacy Program. Her dissertation research examines how academics use social media to support their scholarly composing. Jen is also the Content Strategist for Learning Experiences at Mindset Digital, a firm that helps companies embrace new digital trends and transform their business. In that role, she designs keynote addresses and live workshops about social media, the digital customer experience, and business writing for today’s distracted readers. Jen is also the owner of The Saddle Geek, an online consulting and e-learning company that helps horseback riders find the right English-style saddle.
Lilian W. Mina (Auburn University at Montgomery)
Lilian Mina is Assistant Professor of English at Auburn University at Montgomery where she teaches graduate courses in the Master of Teaching Writing program and upper-division writing courses. She researches digital rhetoric with focus on multimodal composing, writing teachers’ use of digital technologies, and the use of social media platforms in the writing classroom. Her research in multilingual composition is centered around multilingual writers’ use of digital technologies and examining their prior (digital) writing experiences. She is also interested in (technology) professional development of writing teachers, professionalization of graduate students, and empirical research methods. Her work has appeared in different journals and edited collections.
Alice Johnston Myatt (The University of Mississippi)
Alice Johnston Myatt is Assistant Professor and Assistant Chair of the Department of Writing and Rhetoric at the University of Mississippi. She teaches composition classes and is the academic coordinator of the Minor in Professional Writing; she also chairs the planning team for the department’s annual Transitioning to College Writing Symposium. Among her research interests are the intersections between writing program and writing center administration and assessment, the role of independent writing departments and programs in the field of writing studies, and the key characteristics of effective cross-institutional collaborations. She earned her Ph.D. in English with a focus on Rhetoric and Composition from Georgia State University.
Janelle Newman (Mercyhurst University/Indiana University of
Janelle Newman is Director of the Writing Center and Academic Director for the Center of English Language Studies at Mercyhurst University. Janelle spent many years teaching English overseas in the Czech Republic, United Arab Emirates, Ireland, and Japan. Her experience involves the teaching of not only English as an additional language, but also freshman composition and pre-service teacher training. Her research interests include investigating culturally responsive pedagogies, understanding multilingual realities, analyzing educational discourse, and discovering the intersection of technology and learning. In her spare time, she likes gardening, playing music, watching sci-fi, and spending time with her family (including two cats).
Mary Helen O’Connor (Georgia State University’s
Mary Helen O’Connor is Assistant Professor of English and Senior Faculty Associate for International Initiatives. Her teaching, research, and writing focus on the lives and experiences of refugees and immigrants. She and Dr. Heval Kelli, a Georgia State University alum and former Syrian refugee, launched a mentoring project called MINA to support refugee and immigrant students applying to college.
Lynn Reid is Senior Lecturer and Coordinator of Basic Writing at Fairleigh Dickinson University’s Florham Campus and recently earned her Ph.D. in Composition and TESOL at Indiana University of Pennsylvania. She is the immediate-past Co-Chair of the Council on Basic Writing, a CCCC Standing Group, and is Associate Editor of Production for the Basic Writing e-Journal. She has published on the intersections between Basic Writing and Computers and Writing, digital literacies, and pedagogies for multimodal composing, and is the recipient of the Kairos Graduate Student Awards for Service (2012) and Research and Scholarship (2016).
R. Joseph Rodríguez (California State University, Fresno)
R. Joseph Rodríguez is Assistant Professor of Multilingual and Multicultural Education in the Kremen School of Education and Human Development at California State University, Fresno. His research focuses on classroom and social contexts that inform students’ literacy learning gains through culturally and socially responsible biliteracies, including the teaching of children’s and young adult literatures with digital and non-digital narratives. Catch him virtually via Twitter @escribescribe or via email at email@example.com.
Johanna Schmertz (University of Houston-Downtown)
Johanna Schmertz is Professor of English at the University of Houston-Downtown, where she teaches online and face-to-face courses in composition, gender studies, and film. Using performativity as her theoretical framework, she has published on ethos in Rhetoric Review and on literacy narratives in Enculturation and Pedagogy. She has also published on film literacy and its usefulness in fostering reading-writing connections and critical thinking in English Journal, Pedagogy, Journal of Teaching Writing and Modern Language Studies. Currently, she is working with digital archives of early fan magazines and film trade journals to produce a set of articles exploring constructs of gender in cinema’s silent era.
Cynthia Selfe (The Ohio State University — retired)
Cynthia L. Selfe is blissfully retired. She lives with her partner Dickie Selfe and two dogs, Lucy and Sparky, on Lake Medora in the Upper Peninsula of Michigan (during the warmer months) and travels in southern climates (during the colder months). She remains eternally grateful for the years she spent with marvelous graduate students and talented and generous colleagues. Selfe, along with H. Lewis Ulman, is the co-founder of the Digital Archive of Literacy Narratives.
Christian Smith (Coastal Carolina University)
Christian Smith is Assistant Professor of English at Coastal Carolina University, where he coordinates the M.A. in Writing program as well as teaches courses in composition and rhetoric. His current research investigates the intersections of contemplative practice and antiracist pedagogy. His work has appeared in Computers and Composition, Literacy in Composition Studies, and College Composition and Communication.
H. Lewis Ulman (The Ohio State
University — retired)
H. Lewis Ulman is Associate Professor Emeritus at The Ohio State University, where he taught courses in writing, rhetorical theory, electronic textual editing, digital media studies, and environmental humanities. Professor Ulman has published essays on the history of rhetoric, American nature writing, and digital humanities. He edited The Minutes of the Aberdeen Philosophical Society, 1758-1773 (Aberdeen UP, 1990); wrote Things, Thoughts, Words, and Actions: The Problem of Language in Late Eighteenth-Century Rhetorical Theory (Southern Illinois UP, 1994), and co-edited Stories That Speak To Us: Exhibits from the Digital Archive of Literacy Narratives (Computers and Composition Digital Press, 2013). In 2005, he co-founded the Digital Archive of Literacy Narratives (DALN), which he co-directed from 2005 to 2014.