Logan Bearden is Director of the First-Year Writing Program and an Associate Professor of Written Communication at Eastern Michigan University. He also serves as the Webmaster for the Michigan Writing Program Administrators regional affiliate. His research, which examines writing program administration, curriculum development, and multimodal composition, has appeared in the Journal of College Literacy and Learning, WPA: Writing Program Administration, and in various edited collections. His book, Making Progress: Programmatic and Administrative Strategies for Multimodal Curricular Transformation, is forthcoming from Utah State University Press.
Jacie Castle is a doctoral candidate in English with an emphasis on Rhetoric and Composition at Middle Tennessee State University. She has held numerous leadership roles in the Department of English and the discipline, including as an officer in Midsouth WPA. Her research addresses WAC/WID, sound rhetorics, and composition pedagogy.
Jacob W. Craig is Assistant Professor of English at College of Charleston where he teaches courses in technical writing and digital rhetoric and writing. His research examines the relationships between writers and their material worlds: especially, writers’ technologies and their locations of writing. His work has appeared, among other places, in Composition Forum, Literacy in Composition Studies, South Atlantic Review, and Computers and Composition Online as well as in various edited collections, including Digital Reading and Writing in Writing Studies (Routledge, 2019) and Deep Reading (NCTE, 2017). More available at http://jacobwcraig.com.
Ryan J. Dippre is Assistant Professor of English and the Director of Composition at the University of Maine. His research focuses on lifespan writing development, writing program administration, and the teaching of writing. His work can be found in Literacy in Composition Studies and English Journal, among other places. He is the author of Talk, Tools, and Texts: A Logic-in-Use for Studying Lifespan Literate Action Development (WAC Clearinghouse, 2019), the co-editor of Approaches to Lifespan Writing Research: Generating an Actionable Coherence (WAC Clearinghouse, 2020), and the co-chair of the Writing through the Lifespan Collaboration (lifespanwriting.org).
Heidi Estrem is Professor of English and Director of the First-Year Writing Program at Boise State University. Her research interests in first-year writing pedagogy, writing program administration, assessment, and instructor development and support have led to publications in WPA: Writing Program Administration, Rhetoric Review, Composition Studies, and several edited collections. Most recently, she co-guest edited an issue of Composition Studies focused on the theme of “Corequisite Writing Courses: Equity and Access.” She regularly teaches a graduate course for new teaching assistants, undergraduate writing courses, and first-year writing courses and currently serves as a member of the CCCC Executive Committee.
Diana George is Emerita Professor of Rhetoric and Writing at Virginia Tech and at Michigan Technological University. Throughout her career, one focus of her work has been an examination of written and visual rhetorics of dissent and the role of the alternative press in social movements. Her scholarship has appeared in such journals as College Composition and Communication, College English, Cultural Studies, and Reflections. With Marilyn Cooper and Dennis Lynch, she is a recipient of the CCCC Richard Braddock Award. Her most recent work, with Paula Mathieu, appears in Unruly Rhetorics: Protest Persuasion, and Publics, edited by Jonathan Alexander, Susan Jarrett, and Nancy Welch.
Rachel Gramer is Assistant Professor of English/Writing Studies and Director of the University Writing Program at Illinois State University. In her research and teaching, she is committed to feminist methodologies and pedagogies, narrative and qualitative research, new writing teacher identities and learning, digital composition and pedagogies, and feminist writing program administration. Her work has appeared in JAC, Kairos, Computers and Composition Online, College English, and the edited collection Writing for Engagement: Responsive Practice for Social Action.
Laurence José is Associate Professor of Writing and Director of the Digital Studies minor at Grand Valley State University where she teaches classes in professional writing, visual rhetoric, multimodal composing, and digital studies. Her research interests include cross-cultural communication, rhetorical genre theory, semiotic theory, and program administration. Her work has appeared in The Nordic Journal of English Studies as well as in French linguistics journals, including SCOLIA, Langages, and Le Bulletin de la Société de Linguistique de Paris. Her publications also include contributions to edited collections in Baywood’s Technical Communications series.
Andrew Lucchesi is Assistant Professor of English and Director of Composition at Western Washington University. He teaches courses on composition pedagogies, multimodal text-making, and disability studies at the graduate and undergraduate levels. His research explores game-based curriculum design, multimedia texts including comics and board games, the history of disability-focused programming in higher education, and first-person experiences of learning disabilities. His work has appeared in the Journal of Teaching Disability Studies (2021), the Journal of Interactive Technology and Pedagogy (2015), and the edited collection Next Steps: New Directions For/In Writing About Writing (2019).
David S. Martins is Associate Professor of Rhetoric in the Department of English at Rochester Institute of Technology where he teaches courses in Written Argument, the Rhetoric of Science, and Science Writing. Formerly the founding Director of RIT’s University Writing Program his interests in transnational work led to publications in edited collections—Internationalizing Writing Instruction and Globalizing Online—and Kairos. His edited collection, Transnational Writing Program Administration, won the CCCC/NCTE 2017 Outstanding Book Award.
Derek Mueller is Professor of Rhetoric and Writing and Director of Composition at Virginia Tech, where he regularly teaches courses in visual rhetorics, composition theory, and research methods. He is co-author of Cross-Border Networks in Writing Studies (Inkshed/Parlor, 2017) and author of Network Sense: Methods for Visualizing a Discipline (WAC Clearinghouse, 2018). He continues to be motivated professionally and intellectually by questions concerning digital writing platforms, networked writing practices, and discipliniographies or field narratives related to rhetoric and composition/writing studies. More available at http://www.derekmueller.net/.
Katherine Thach Musick is a doctoral candidate currently writing her dissertation, which focuses on how mythos frames the figure of the woman warrior through closer examination of archival materials concerning Civil War soldiers Loreta Janeta Velazquez and Sarah Emma Edmonds, and Buffalo soldier Cathay Williams. She is currently Secretary of WPA Midsouth and Past Program Assistant of General Education English at Middle Tennessee State University. Her research interests are archival research and methods, feminist historiography, feminist pedagogy, history of rhetoric, genre studies, and technical writing.
Jason Palmeri is Professor of English and Co-Director of the Ohio Writing Project at Miami University, where they also previously directed the composition program. Jason is the author of two books, Remixing Composition (Southern Illinois UP, 2012) and 100 Years of New Media Pedagogy (U of Michigan Press, 2021).
Kate Lisbeth Pantelides is Associate Professor and the Director of General Education English at Middle Tennessee State University. She is co-chair of the CCCC Feminist Caucus and Past President of WPA Midsouth. She has taught rhetoric, composition, and technical communication courses at the undergraduate and graduate levels. Her research addresses rhetorical genre studies, discourse analysis, feminist rhetoric, and writing program administration. Her work has been published in College Composition and Communication, Composition Studies, Computers and Composition, and Composition Forum, among other venues.
Louise Wetherbee Phelps is Emeritus Professor of Writing Studies, Rhetoric, and Composition at Syracuse University and Scholar-in-Residence and Adjunct Professor of Rhetoric and Writing at Old Dominion University, where she mentors doctoral students in the English department’s interdisciplinary PhD program. Throughout her career she has consulted, taught, and written extensively on writing program administration. Her publications range from Composition as a Human Science (1988) to the co-authored book Cross-Border Networks in Writing Studies (2017) as well as numerous articles and book chapters. Her current research centers on literacy and aging, lifespan writing, and the development of professional identity.
Amy Ferdinandt Stolley is Associate Professor of Writing and Director of the First-Year Writing Program at Grand Valley State University where she teaches classes in first-year writing, style, and genre theory. Her scholarship focuses on two areas: the affective nature of writing program administration work, and women’s rhetorical history. She is the co-author of GenAdmin: Theorizing WPA Identities in the Twenty-First Century, and her work has appeared in WPA: Writing Program Administration, Peitho, and numerous edited collections.
Natalie Szymanski is the Director of the College Writing Program at Buffalo State College, SUNY. Her current research examines the invisible labor of WPAs across different institutional and professional contexts; the interconnected and interdependent ecological systems WPAs regularly navigate; and the nonlinear, unconventional tenure processes on GenAdmin WPAs. She currently teaches courses in the College Writing Program as well as upper level courses in Writing and Rhetoric.
Heather Noel Turner is Assistant Professor and Director of Internships in the Department of English at Santa Clara University (SCU). Her research and teaching interests include User Experience (UX) writing, design methodologies, and rhetorical approaches for data visualization.
Annette Vee is Associate Professor of English and Director of the Composition Program at University of Pittsburgh, where she teaches undergraduate and graduate courses in writing, digital composition, materiality, and literacy. Her teaching, research and service all dwell at the intersections between computation and writing. She is the author of Coding Literacy (MIT Press, 2017), which demonstrates how the theoretical tools of literacy can help us understand computer programming in its historical, social and conceptual contexts. Her work is read in dozens of university courses in literacy, composition, textual studies, digital humanities, and computer science education.
Julia Voss is Associate Editor of Across the Disciplines and Associate Professor of Rhetoric and Composition and former Director of Professional Writing in the English Department at Santa Clara University. She researches inclusivity and equity in curriculum, assignment, and assessment design; learning space design; writing program administration; and WAC faculty development. Her work has appeared in Computers and Composition, Composition Studies, College Composition and Communication, WPA: Writing Program Administration, and other venues.
Chris Warnick is Professor of English at the College of Charleston, where he teaches undergraduate and graduate courses in composition, literacy, editing and publishing, and the teaching of writing. He is a founding co-editor of the open access journal Literacy in Composition Studies. His research has appeared in the Journal of Basic Writing, Across the Disciplines, The Journal of the First-Year Experience and Students in Transition, and several edited collections.
Jamie White-Farnham is Associate Professor in the Writing Program at the University of Wisconsin-Superior, where she served as WPA for eight years and currently serves as the director of the campus teaching and learning center. She is the co-editor of Writing Program Architecture: 30 Cases for Reference and Research. Her work can be found in Computers & Composition, College English, and Rhetoric Review, among others.
Kathleen Blake Yancey is Kellogg W. Hunt Professor of English and Distinguished Research Professor Emerita at Florida State University and has served as the chair/president of several scholarly organizations, including the Conference on College Composition and Communication and the Council of Writing Program Administrators. She co-founded and co-edited Assessing Writing from 1994-2001, edited College Composition and Communication from 2010-2014, and continues her research with colleagues on the Teaching for Transfer writing curriculum. Author/editor/co-editor of 16 scholarly books, she has authored/co-authored more than 100 articles and book chapters. She has received several awards, most recently the CCCC Exemplar Award and the NCTE Squire Award.